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 Good

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The provision is good

Children settle quickly in the childminder's calm, nurturing care. The childminder gets to know children well. She finds out about their likes and interests and provides a variety of activities to extend their knowledge and skills. For example, she knows that a child likes animals, so they regularly visit the children's farm.

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The provision is good

The childminder has high expectations for all children. Children demonstrate their good listening and attention skills. For example, with supervision, children ask the electronic device, 'What do koala bears eat?' They listen attentively to the response and later recall it in conversation with the childminder. The childminder encourages children's language skills well. For example, she listens attentively and makes eye contact with children when she is talking to them. The childminder asks questions that encourage children to think and use their knowledge.

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The provision is good

The childminder is a good role model, sensitively encouraging children's social skills and their positive behaviour. Children develop their independence skills, which helps them feel self-confident. For example, from an early age they learn to put on their own shoes and coats. Children make good developmental progress from their starting points in preparation for the next stage of learning.

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need to do better?

n The childminder keeps up to date with current practice through relevant online training, internet research and discussions with other childminders. She continuously develops her knowledge and skills for the benefit of the young children in her care. As a result, children make good progress. n Parents' written comments indicate they are very happy with the care and education children receive with the childminder. The childminder evaluates her practice and values feedback from parents. She strives to build positive working relationships with other settings that children attend, including other childminders. This helps to promote continuity of care. n The childminder is resourceful and finds new ways to capture children's interest. For example, children learn to peel their small oranges. Then, with scissors, they practise cutting the peel into shapes which they dry and use for threading or in collage. This encourages their fine motor skills and increases their sensory

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need to do better?

awareness. n The childminder plans activities to encourage the children's development. For example, they play a leapfrog game, encouraging recognition of numbers, quantity and turn taking. The childminder adapts her interactions to the learning needs of each child. n Information about children's activities and progress is shared regularly with parents. The childminder encourages parents to tell her about events and the

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need to do better?

24 February 2020 child's progress at home. This enables her to talk to the child about their experiences and build on what they know and can do. The childminder shares ideas with parents to encourage school readiness and independence. n The children undertake many activities to encourage their awareness of the world around them. For example, they grew flower seeds, regularly watered them and then studied the bees collecting nectar from the plants to make honey. Photographs help the children to recall their activities, including tasting some honey. n The childminder encourages children's love of books. For example, they visit the library, choose books and enjoy story times. The childminder reads to the children each day, encouraging their awareness of the written word. Children make marks and develop the coordination to enable them to learn to write. However, the childminder does not extend the most able children's early writing

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need to do better?

skills sufficiently, enabling them to make marks that have meaning. n The childminder plans regular outings in the local community. For example, they visit the local air museum, attend music and movement sessions and visit parks. These outings help to widen children's experiences, increase their social skills and provide them with lots to talk about. n Children learn to follow good health and hygiene routines. For example, they learn how to blow their noses independently, dispose of their tissue and wash their hands. They learn about their food, their bodies and why physical activity is important. n The childminder gets to know children well and teaches them to understand and respect differences between themselves and others. She encourages children to explore the language of feelings, for example through stories.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder supervises children well and encourages their awareness of safe behaviour. For example, they learn about road safety and how to use tools, such as knives and scissors, with care. The childminder knows how to identify and minimise risks in the home and on outings in the community. She keeps up to date with current safeguarding requirements through regular training and is aware of wider safeguarding issues. The childminder is aware of the types of behaviour or injuries that would arouse her concern regarding a child's welfare. She knows what action to take to report any concerns to the relevant professionals.

p.3

should:

n extend opportunities, particularly for the most able children, to write for different purposes in their play.

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Setting details

Unique reference number 111376 Local authority Hampshire Inspection number 10063308 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 12 May 2016

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Information about this early years setting

The childminder was registered in 1999. She lives in Andover, Hampshire. The childminder provides care from 8am to 5.30pm, Monday to Thursday, all year. The childminder currently provides funded early education for four-year-old children.

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Inspection activities

n The inspector had a tour of the provision and reviewed the resources with the childminder. n The inspector observed the quality of care and teaching during activities. n The childminder and the inspector discussed the activities children undertake and how the childminder plans for children's continuous development. n The inspector spoke to the children about their activities. n Written feedback from parents was taken into account. n A variety of documents and records provided by the childminder were reviewed by the inspector.

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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.

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Inspection activities

24 February 2020 24 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

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

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