Childminder in Portsmouth

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

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The provision is good

Children thrive in this warm and inviting home. The children eagerly come in and they confidently select resources to play with. They are keen to involve the adults in their play. For example, the children make 'cakes' and 'tea' in the sandpit and encourage the childminder to join them for a tea party.

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The provision is good

The childminder knows the children well, including their likes and dislikes. She tailors the resources to support this. For instance, children are eager to listen to a story that features superheroes, as this is a favourite of theirs. The children enthusiastically share with the childminder and her assistant, things of importance to them, such as their upcoming holidays. Children feel safe to express their emotions as they know that the childminder will be there to support them. She helps the children understand and manage their feelings through her calm and carefully thought-out approach. The children show empathy towards each other as they play. The childminder and her assistant have high expectations of the children and regularly praises their efforts, which boosts the children's self-esteem and confidence.

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The provision is good

The childminder supports children to develop a love of music through regular music sessions. Children are keen to join in with the singing and dancing. The children excitedly use toys in their singing and dancing. For example, they rock dolls back and forth while singing 'Miss Polly had a dolly'.

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need to do better?

n The childminder organises a well-planned curriculum. She has a good knowledge of children's learning and development. She uses this knowledge to accurately assess and quickly identify gaps in children's learning and put next steps in place to close the gap. This means children are well prepared for the next stage of their learning. n The childminder is aware of the impact of the Covid-19 (coronavirus) pandemic on the language skills of the children and so ensures her teaching is targeting their speech and language development. This is already having an impact as the children have made significant progress in a short period of time. n Children learn how to keep themselves safe when the weather is hot. Children talk with the assistant childminder about the importance of wearing sun cream when the sun shines. The assistant childminder makes sure that the children drink plenty of water to keep them hydrated.

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need to do better?

n Children do not always have the time to think, solve problems and respond when talking with the childminder. This is because the childminder automatically steps in to do it for them as children play and come across new challenges. For example, when the children want to make a doll into a popular princess, the

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need to do better?

1 June 2021 childminder tells them how they will do it rather than encouraging the children to think it through themselves. n The childminder promotes literacy development throughout the children's activities. For instance, the children enjoy playing restaurants and the childminder suggests writing down the orders. Other children play with foam letters and confidently remember which letter represents the initial of their name. The childminder accurately demonstrates the speech sounds to the children as they play. n The children enjoy a range of healthy snacks. They learn to recognise the feeling of hunger and are confident in asking for their snack. Children talk securely about apples being healthy and that apples help them grow. n The childminder constantly assesses her provision. The childminder uses accurate self-evaluation and regularly carries out supervision on her assistant to quickly identify areas of development. However, she does not always use this to

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need to do better?

develop the assistant's quality of teaching further. n Parent partnerships are good. Parents speak highly of the provider and how she provides a 'home-from-home' experience for the children. They talk positively about the support received during the Covid-19 pandemic and how the childminder kept in touch with families to help them through this difficult time. Parents value the high level of communication between the childminder and themselves, both through an online journal and at parent handover.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant show excellent knowledge of safeguarding and have a clear understanding of their role in protecting children from harm. They have a good knowledge of the signs and symptoms of abuse and there are clear procedures in place for reporting concerns, including concerns about other adults. The childminder keeps her knowledge up to date and current by attending regular training. She ensures that her assistant is also aware of any changes and developments. The childminder has a good knowledge of wider safeguarding issues, such as she follows up on absences and monitors patterns in non- attendance. This means she can quickly identify if any absences may lead to children being at risk from harm.

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should:

n sharpen the focus of supervision to further develop the assistant's quality of teaching n increase opportunities for children to extend their thinking skills and problem solving, especially when talking with the children.

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Setting details

Unique reference number EY556984 Local authority Portsmouth Inspection number 10175124 Type of provision Childminder

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Registers

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

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inspection

Total number of places 8 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Portsmouth, Hampshire. She works Monday to Friday all year round. The childminder is open from 8am to 6pm. She has a level 3 qualification in early years. The childminder has an assistant who works with her Monday to Friday and is working on a childminder qualification.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n Parents spoke with the inspector to share their views. n The inspector looked at relevant documentation. n Discussions were held between the inspector, the childminder and her assistant at appropriate times. n The inspector observed children and the childminder and her assistant.

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Inspection activities

1 June 2021 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

1 June 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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