Lesley Elizabeth Moffat

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder and her assistant create a welcoming and secure environment in 'Moffats Monkey House' at the bottom of the garden. Children confidently settle into the daily routines because they feel safe and well cared for. They demonstrate an understanding of how to interact with their friends. For example, during imaginary play children take turns to prepare cups of tea and bake cupcakes. They confidently ask the assistant what he would like to eat and drink, and then serve him.

p.2

The provision is good

Children demonstrate positive attitudes to their learning. They are excited to try new experiences and build on what they can already do. However, activities tend to be adult led, and do not give children the chance to explore their ideas for themselves. Children would benefit from opportunities to make mistakes while in the secure environment created by the childminder.

p.2

The provision is good

The childminder and her assistant have a very positive relationship with each other and this is reflected in the strong bonds the children form with them. For example, children happily cuddle up to the childminder and show affection towards her. Children demonstrate good manners and ask politely to be able to access toys and resources.

p.2

need to do better?

n Children settle well when arriving at the childminder's home. They independently put their coats and bags away before engaging in a variety of play activities. The childminder and her assistant constantly chat to the children, explaining what is happening and why. For example, when a bee flies past, the childminder questions the children about what the bee is looking for and what it will eventually make. Children respond, drawing on previous learning about flowers and pollen. n The childminder and her assistant have high expectations for all children. They question children effectively, waiting for them to respond before asking further questions. Children's learning experiences are carefully managed so that children can achieve. However, the childminder misses opportunities for children to explore their ideas further and learn from making mistakes. For example, when painting, children could explore what happens when you mix different colours

p.2

need to do better?

rather than being shown by the childminder. n The childminder establishes suitable rules and routines for the children. For instance, as they walk to and from the school, the childminder allows them to run along the path, learning about road safety and keeping themselves safe. Children listen and respond well to the childminder and her assistant. They are well behaved at all times.

p.2

need to do better?

19 May 2021 n The childminder supports children's individual care needs suitably well, developing trust and forming strong bonds. For example, she is attentive to their care needs and responds to children's body language when they are beginning to show an awareness of bowel and bladder urges. The childminder provides children with daily access to fresh air and exercise. There are regular opportunities for children to be active, playing outdoors at the local park. n The childminder understands the developmental needs of the children in her care. Her effective assessment of children's progress ensures that activities build on their prior knowledge. However, it would benefit the children if she developed partnerships with parents to support and extend the children's learning, for instance sharing achievements and children's progress more effectively to promote learning at home. n Children follow good hygiene routines and experience social snack times and

p.2

need to do better?

mealtimes. The childminder and her assistant give children plenty of encouragement as they support their self-esteem and promote independence. For instance, when a child gets up from the table to get a spoon from the cupboard, the childminder praises her. Children have excellent table manners, consistently saying 'please' and 'thank you'. n The childminder and her assistant provide real-life learning opportunities to enhance the children's experiences. For example, they use a range of fastening boards to teach the children how to tie laces, do up buckles and use buttons. This not only develops hand muscles but also provides an opportunity to assist the children in becoming more independent in readiness for school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant are aware of their responsibilities to protect children's welfare. They are able to recognise signs and symptoms of abuse, including racial and extreme views. They are familiar with local safeguarding procedures for reporting concerns they may have regarding children's welfare. The childminder and her assistant keep their safeguarding knowledge up to date. They know what to do in the event of an allegation being made against themselves or a member of their family.

p.3

should:

n strengthen partnerships with parents to support and extend their children's learning n allow children time to explore ideas for themselves, making mistakes and becoming resilient learners.

p.3

Setting details

Unique reference number EY554567 Local authority Hampshire Inspection number 10174985 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 9 Number of children on roll 13 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She lives in Aldershot, Hampshire. The childminder currently holds a level 6 qualification in childcare. She works alongside an assistant who is qualified to level 3. The childminder's provision operates from 7am to 5.15pm on Monday, Tuesday and Thursday, and from 7.45am to 5.15pm on Wednesday and Friday, throughout the year.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk in the setting to understand how the curriculum is organised and resourced. n The inspector checked evidence of the childminder and her assistant's training and suitability. n Children spoke to the inspector about their learning and what they enjoy doing while with the childminder. n The inspector observed the quality of teaching indoors and outdoors and assessed the impact on children's learning. n The inspector held discussions with the childminder and her assistant at appropriate times during the day.

p.5

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

19 May 2021 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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