Childminder in Hampshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder recognises and values the uniqueness of each child. Children form strong relationships with the childminder and each other. They are polite and have a good understanding of turn taking and sharing. The childminder consistently praises and compliments children as they engage in play. This gives children an incredibly strong sense of achievement and boosts their confidence.

p.2

The provision is good

The childminder encourages children's awareness of safe behaviour as they take risks, appropriate to their age and development, in their activities. For example, children learn to use a knife with care and spread butter on their scones. They show a growing understanding of how to stay healthy. Children demonstrate this as they proudly show the childminder their muscles after they have eaten their snack.

p.2

The provision is good

The childminder has high expectations of what children can achieve and carefully plans and provides an interesting curriculum. Children are enthusiastic learners and enjoy exploring the stimulating environment. For example, they show delight as they blow huge bubbles that float off into the sky. The childminder takes time to listen to children and this helps to support their communication and language development well. Children enjoy involving the childminder in their discussions as they play and the childminder uses these important opportunities to introduce more vocabulary. However, at times, the childminder does not sufficiently challenge children to help them make the best possible progress.

p.2

need to do better?

n Children are making good progress. The childminder precisely tracks and monitors their development to plan for their future learning. For example, children enjoy cuddling up with the childminder, looking at books and listening to stories. They are keen to join in with songs, showing great enthusiasm. During singing, children are encouraged to use their fingers and props to help them count in context and build on their understanding of calculation. They illustrate this as they pretend to pop their frogs into the pool and count down from five to one. n The childminder is dedicated to providing a high-quality service. She accesses regular training to help improve on her practice. As a result of recent training, the childminder has introduced activities to build on children's understanding of recycling and keeping the environment safe. The childminder continually evaluates how children use the exciting play spaces inside and outdoors to

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need to do better?

support their ongoing engagement in learning. She fosters their imagination well and children have many opportunities to initiate their own play. For example, children delight in role play and sell items in their shop. They pretend to serve

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need to do better?

5 February 2020 food to the childminder and visitors and name the items confidently. However, on occasions, the childminder does not effectively challenge the children to help them make even greater progress in their learning. n Children benefit greatly from being involved in the local community. For example, they delight in outings to baby rhyme time at the library. They enjoy visits to the parks and woods, which help to build on their physical skills. Children learn how to take risks and challenge themselves on large play apparatus. They have wonderful opportunities to gain an understanding of the wider world, such as visiting museums. This helps them to learn about history in a fun and exciting way. n Children are well behaved and considerate of others. They are aware of the needs and limitations of their friends. For example, when they see young children trying to wind up the magnetic fish game they step in and help them

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need to do better?

achieve their goal. Children show good coordination and carefully hook up their fish. This helps to build on their muscles in preparation for early writing. n The partnership with parents is a particular strength, which supports effective two-way communication about children's development at home and in the provision. The childminder establishes good partnerships with early years professionals at other settings children also attend. She liaises with them regularly, which helps to provide children with a consistent approach to their shared care and learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends courses and accesses online training to refresh her knowledge and understanding of different aspects of child protection. She implements robust policies and procedures to promote children's welfare. The childminder understands the signs and symptoms of abuse and is clear about reporting processes. She is vigilant, keeps the premises secure, and carries out regular safety checks of the indoor and outdoor environments.

p.3

should:

n use all opportunities to challenge and extend children's learning as they engage in play, to help them make the best possible progress.

p.3

Setting details

Unique reference number EY369574 Local authority Hampshire Inspection number 10136522 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 11 November 2015

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Basingstoke, Hampshire. She operates her service all year round, from 8am to 6pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She provides funded early education for children aged three and four years.

p.4

Inspection activities

n The inspector spoke to children and read written statements from parents to gain their views of the childminder's provision. n Discussions were held with the childminder relating to safeguarding and the self- evaluation process. n Relevant documentation was reviewed by the inspector, such as training certificates and public liability insurance. n The inspector observed the childminder interacting with children. She assessed the impact of her teaching on what children know and can do and discussed her observations with the childminder. n The childminder showed the inspector around the areas of her home that are used for childcare. She talked about the different activities she provides to support children's learning and development.

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Inspection activities

5 February 2020 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

5 February 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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