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 Not applicable

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The provision is good

Children flourish in the childminder's care and enjoy spending time with her. They are relaxed, comfortable and emotionally secure. Children arrive happy and show their knowledge of the routines of the day. For example, when they enter the childminder's home, they know to take off their shoes. Children respond well to the high expectations set by the childminder for their behaviour. Older children act as role models for younger children. They cooperate well with the childminder's request to help tidy away toys.

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The provision is good

Children are inquisitive and motivated to learn. They readily involve themselves in a range of games and activities. For instance, younger children use their imagination as they pretend to blow out candles. Children develop a love of books. They eagerly make their favourite stories come alive. Children demonstrate this as they match toy animals with those in the book. They begin to learn where their food comes from as they plant and tend to growing vegetables in the garden. Children enjoy eating their produce. They are developing a positive attitude to healthy eating, which contributes to their good health.

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need to do better?

n The childminder demonstrates great pride and dedication to provide high-quality care for children and their families. She successfully reflects on her practice and obtains the views of parents. The childminder is fully committed to making changes across her provision to raise standards. She attends a range of training opportunities. However, she has not fully evaluated the impact of these on children's learning to ensure that ongoing training is carefully planned to have a positive influence on teaching. n Although the childminder sets up a variety of engaging activities, some younger children quickly lose concentration and leave the activity. The childminder acknowledges that children leave but does not encourage them to stay even longer. This does not build effectively on their listening and attention skills. n During the COVID-19 (coronavirus) pandemic, the childminder has made changes to how she meets with new parents prior to their children starting in

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need to do better?

her care. She agrees a settling-in period with parents, in accordance with their child's individual needs, so that they gradually get to know her and the new environment. n The childminder supports children to lead a healthy lifestyle and provides them with nutritious meals that meet their individual dietary requirements. She encourages them to be physically active and ensures that they follow good hygiene routines. The childminder supports children to manage risks in their play through close supervision, for example when climbing small ladders on the climbing frame.

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need to do better?

21 June 2021 n Partnerships with parents are very good. There is effective information-sharing between the childminder and the parents, which is established from the start. The childminder uses a range of methods to keep in contact with parents, including online messaging. Parents' comments are extremely complimentary about the childminder. They comment on how excited their children are to be dropped off at her home. n The childminder is encouraging of children's early mark-making skills. She provides good-quality resources, such as wide crayons and pencils, to help promote the ways that children can be imaginative and creative. The childminder teaches them effectively how to use them. Children enjoy these activities. They are quickly growing in confidence. Children beam with pride as the childminder reminds them of pictures they recently drew, which are displayed on the wall. n The childminder uses her curriculum effectively to broaden children's

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need to do better?

experiences. For example, when children show an interest in farming, she provides them with a toy farm and animals to play with. The childminder promotes children's early mathematical skills well. She frequently uses mathematical language, for example by naming shapes and counting. The childminder counts 'one, two, three' as children carefully count the number of blueberries for their snack.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong understanding of her responsibilities to protect children from harm. She can clearly identify the signs and symptoms which may indicate that a child is at risk of harm. This includes being alert to signs of extreme views and practices. The childminder knows the procedures to follow and the professionals to contact if she has concerns. She makes good use of risk assessments to ensure that she keeps children safe in her home and on outings. Fire evacuation procedures are practised regularly, which means that the childminder and children know what to do in an emergency.

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should:

n consider how to focus and build on children's attention so that they sustain their interest in play and learning for longer periods n extend the use of further training opportunities to strengthen existing knowledge and teaching skills further.

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Setting details

Unique reference number EY554174 Local authority Hampshire Inspection number 10174579 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 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Fleet, Hampshire. She operates all year round from 8am to 5.30pm, Monday to Thursday.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The inspector carried out a learning walk with the childminder and discussed with her how she delivers her curriculum. The inspector spoke to the children at appropriate times throughout the inspection. n The childminder completed a joint observation with the inspector, and they discussed the learning that was taking place and the impact this had on the children. n The inspector discussed children's progress and next steps with the childminder. n The inspector spoke to parents to find out their views.

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Inspection activities

21 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

21 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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