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 develop close attachments with the childminder, who knows them well. They are happy and enjoy their time with the caring childminder. They seek her out for cuddles and reassurance as they explore the home-from-home setting. Children are well behaved and are aware of the rules and boundaries in place. Children receive plenty of support to manage their feelings and behaviours.

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The provision is good

Children are developing well in their understanding and use of language. They hear key words and phrases modelled as they play. Children enjoy looking at books. They are beginning to point out pictures of interest as they share stories with the childminder.

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The provision is good

Children show excitement and fully engage in the activities provided for them. For example, they have opportunities to develop their hand muscles when they squeeze tweezers to pick up coloured pasta. The childminder has high expectations of what children can achieve. All children make good progress in their learning, including those who speak English as an additional language. Children are well prepared for their next stage in learning, such as nursery and school.

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need to do better?

n Children develop well and receive effective support from the childminder. She knows them extremely well and has a clear picture of their learning and development needs. This is helping them to make steady progress from their starting points. n The childminder understands the importance of helping children to learn vital skills. For example, children successfully follow simple instructions, have a go at putting on their own shoes, and begin to share resources. They become good communicators and speak confidently to visitors. n The childminder provides children with good opportunities to develop their large- muscle skills. For example, they run, jump, balance and ride scooters energetically when outside, which supports their health and well-being. However, the childminder does not make the best use of the garden to build on children's interests and continued development. n Children are curious and inquisitive. The childminder encourages them to explore

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need to do better?

and make choices in their play and learning. However, she does not ensure that children have access to a wide range of mark-making resources or opportunities that help them explore their own creativity. n The childminder is a good role model for children. She guides their behaviour calmly and uses consistent reminders about what they should or should not do. The childminder teaches children about danger and how to manage risks. For example, they learn how to safely navigate the obstacle course they make in the

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need to do better?

22 September 2021 garden using crates and planks. n The childminder knows what she wants children to learn from activities. For example, she plans an activity to help children learn to match and sort colours. She introduces early mathematical concepts, such as simple sorting and counting. However, sometimes, she does not focus her teaching on helping children to develop these skills. This means that the learning intention is not always fully explored in order to help children reach and achieve their full potential. n The childminder has a positive attitude towards training and developing her practice. She exchanges ideas with other childminders to meet the needs of the children and to ensure that she is continually reflecting on her knowledge of how children learn. n Partnership working with parents is well established. There is effective communication between the childminder and parents overall. For instance, the

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need to do better?

childminder keeps parents informed about their child's progress. She gives parents information about their child's day during discussions at collection time. The childminder shares more in-depth information about children's learning and progress through an online system. This supports the progress that children make. Parents comment positively on the childminder's caring and nurturing approach.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility around child protection. She is aware of local procedures and knows what to do should she have any concerns about children's welfare. The childminder completes training courses to help keep her safeguarding knowledge updated. She is aware of the importance of being alert to issues or concerns in a child's home life. The childminder implements her policies and procedures well. She follows the latest government guidance with regard to the COVID-19 (coronavirus) pandemic, which she shares with parents to demonstrate a commitment to promoting their children's welfare. The childminder manages her provision well in order to keep children safe.

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should:

n make the most of all areas of the setting and opportunities to continue to build on children's interests, enjoyment, and learning, with particular regard to the garden n provide children with a wide range of mark-making resources and experiences, to help them to explore their own creativity independently in their play n focus teaching more precisely on the skills that you want children to learn during

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should:

22 September 2021 planned activities to help them make the best possible progress.

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Setting details

Unique reference number EY552255 Local authority Hampshire Inspection number 10127004 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 8 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in the Whitehill area of Bordon, Hampshire. The childminder provides care for children Monday, Wednesday and Thursday all year round. The childminder receives funding for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the setting. n The inspector carried out a learning walk and discussed the aims of the curriculum. n The inspector observed the childminder as she engaged in activities with the children and discussed their learning and development. n The inspector looked at a range of documents, including the childminder's suitability and paediatric first-aid certificate. n The inspector talked to the childminder and the children and took account of the views of parents.

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Inspection activities

22 September 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

22 September 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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