Childminder in Hampshire

Overall effectiveness Good

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

p.1

The provision is good

The childminder provides a warm, welcoming and safe homely environment for children. She understands children's needs and makes sure that the resources and activities available excite and interest children. The childminder has a strong vision for her setting, which she delivers with a strong passion. She draws on her own interest in science, technology, engineering and mathematics to focus on these areas of the curriculum. Children have access to a range of interesting and well- considered activities and experiences. For example, acrylic life-cycle blocks help children to understand more clearly the process of changing from a tadpole to a frog. The childminder places a high value on children being equipped to engage effectively in a range of social environments. For example, a young child greeted the inspector with a handshake and immediately invited him to join in his game. Parents report high levels of confidence in the setting and particularly note the

p.2

The provision is good

attentive nature of the childminder. Children follow familiar routines that mirror those they follow at home. This supports children to settle and feel emotionally secure quickly. The childminder works hard to ensure that parents are fully informed about their child's achievements and next steps.

p.2

need to do better?

n The childminder has created a curriculum that draws from a number of teaching approaches. This framework is ambitious for children and supports their learning and development effectively. n Children learn from an exciting range of activities and experiences, which make the most of what they already know. Children are able to experience appropriate risk during planned outings, such as to the local forest. However, they do not always have opportunities to take risk in their other everyday play experiences. n The childminder understands the important role that her use of language and vocabulary plays in children's learning. Children are exposed to a wide range of vocabulary, which they are starting to use in their own conversations. As a result, they communicate confidently with each other and adults alike. n The promotion of children's language development is good. Children engage with familiar stories and respond with excitement. They enjoy music and singing

p.2

need to do better?

and join in with rhymes and actions. Older children take this further, creating their own songs and associated movements. This helps to extend their range of vocabulary and their ability to communicate through songs and stories. n The childminder uses her own judgement and information from parents to regularly assess what children can do. She uses this evidence to plan effectively for children's next steps and skilfully extends play to develop learning further. n Children behave very well. They understand the boundaries and respond positively when gently reminded by the childminder. Children are courteous towards each other and adults. They show high levels of emotional self-

p.2

need to do better?

31 January 2020 regulation for their age. For example, a young child told the inspector that he was not upset at a baby grabbing his toy, as he knows they are too young to understand sharing. n Children are well prepared for their next stage of learning. They are curious and keen to learn more, asking questions and exploring their environment. The childminder uses the interest and excitement children show for learning to extend their understanding of mathematics. For example, children race cars along drainpipes, changing the height to test its relationship with speed. n Young children are developing a sense of themselves and the differences between them and their friends. For example, a collection of photographs has a mirror alongside to give children an opportunity to compare their features with those of their friends. This is helping them to further develop their own unique identity and independence skills.

p.2

need to do better?

n The childminder has a passion for her own development and regularly accesses opportunities, including hosting sessions for other local childminders. This helps her to reflect successfully on her own teaching and identify areas for continuous improvement. n The childminder shares information about children with other settings they attend and professionals. However, a more consistent approach to this may allow her to help children make even more progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder accesses a range of appropriate training and has extended her knowledge to include information about local priorities. As a result, she has a secure understanding of her role and responsibilities to safeguard children. She knows how to identify risk and how to record relevant information effectively. The childminder knows the processes and protocols to follow when she has a concern. She values her relationship with families and acknowledges the role this can play in safeguarding children.

p.3

should:

n consider how to introduce more opportunities for children to take risks in their everyday activities n explore ways to further improve working relationships with local professionals in order to share information about children effectively.

p.3

Setting details

Unique reference number EY391033 Local authority Hampshire Inspection number 10063229 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 2 Total number of places 6 Number of children on roll 8 Date of previous inspection 12 August 2015

p.4

Information about this early years setting

The childminder registered in 2009. She lives in Lymington, Hampshire. The childminder cares for children daily throughout the year. She is registered to receive funding for the provision of free early years education for children aged two, three and four years.

p.4

Inspection activities

n The inspector observed a range of activities across the setting, indoors and outdoors. n The inspector discussed the intent of the curriculum and the impact of teaching on children's learning. n The inspector spoke with children about their experiences of the setting. n The inspector spoke with parents and reviewed children's development records. n The inspector reviewed a range of the childminder's policies and procedures, evidence of suitability and other relevant documentation.

p.4

Inspection activities

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.

p.4

Inspection activities

31 January 2020 31 January 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6