Woodcock, Elena Livioara

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 demonstrate that they feel safe in the childminder's care. They enter her home with confidence and quickly join their friends in the playroom. Children hear a good range of vocabulary, as the childminder and her assistant share their attention equally between the children and talk to them about what they are doing. Children are developing good skills in their mathematics. For instance, as children explore fruits, the childminder skilfully talks to them about the shapes, colours and quantity. Children behave well and take turns with others during their play.

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The provision is good

The childminder has high expectations for the children and provides a good amount of activities, which support their learning and development. However, children do not always have time to make decisions and choices about what they would like to do because the curriculum is overly structured. This limits their choices somewhat. Despite this, children are happy and clearly enjoy their time at the childminder's home. They enjoy the activities on offer and show excitement as they play. For example, children have fun as they play and explore creatively, using dough, cutters and tools to make model sculptures.

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need to do better?

n Children benefit from good-quality interactions to support their communication skills. The childminder and her assistant support children's language skills, thinking skills and pronunciation well. Children enjoy singing familiar songs. They are developing new vocabulary well. For instance, during conversations and story times, the childminder and her assistant ask questions and repeat back what the children say, to support their speaking skills. n The childminder has a good awareness of how the children are developing. All children make good progress in their development and learn skills that help to prepare them for moving on to school. For example, as the children play, the childminder teaches them about letters and the sounds they represent, and then written words, to help children understand that print carries meaning. Furthermore, she develops children's understanding of where produce comes from. For instance, as they talk about a cow, she teaches children that milk

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need to do better?

comes from a cow. n The childminder plans a variety of experiences outside of her home to support children's learning and development. For example, children have fun making friends as they mix and play with other children at toddler groups. They have good opportunities to be physically active. For instance, children enjoy going to parks or woods, where they explore, collect leaves and play on large play equipment. n Children behave well and are kind and considerate to each other. The childminder and her assistant support children's behaviour and self-confidence

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need to do better?

8 October 2021 well. For example, they use effective praise and stickers to reward children's achievements and good manners. n The childminder and her assistant provide a clean and safe environment. They help children to learn and follow good hygiene practices. For example, they talk to children about washing their hands before and after eating and teach them how to care for their teeth. However, they are often too quick to do care routines for the children rather than encouraging them to do these for themselves, such as wiping their noses. This limits children's independence skills somewhat. n Parents have not been able to enter the setting due to the COVID-19 (coronavirus) pandemic. However, the childminder and her assistant take time to talk to the parents at the door to ensure that they have all the information needed to care for the children. The childminder understands the importance of working in partnership with other professionals involved in children's care to

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need to do better?

support continuity in education. n The childminder has appropriate recruitment procedures and offers her assistant regular appraisal meetings. This helps him to feel supported and ensures that his skills and practice are consistently good.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant are confident in their roles and responsibilities to safeguard children. They have a good understanding of child protection issues and are aware of the procedures to follow should they have any concerns about a child's welfare. The childminder provides a warm and welcoming home where she and her assistant work in harmony with each other. The childminder and her assistant undertake regular training to keep their safeguarding knowledge up to date. For example, they have recently attended webinars on wider contextual safeguarding matters, which has helped them to enhance their knowledge and skills.

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should:

n create more ways to help children manage and build upon their independence skills n enable children to make more decisions and choices about their own play and activities to enhance their self-initiated learning further.

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Setting details

Unique reference number EY433522 Local authority Hampshire Inspection number 10209478 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 8 Date of previous inspection 28 August 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Farnborough, in Hampshire. She operates all year round from 7.30am to 6pm, Monday to Friday. She currently works with an assistant.

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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 inspector completed a tour of the childminder's home. The intended learning opportunities available for children were also discussed. n The inspector observed an activity with the childminder and evaluated the impact on children's learning. n Relevant documents were reviewed by the inspector, including qualifications and the suitability of persons living in the household. n The inspector observed the childminder talking to a parent at drop-off time and spoke to the childminder about how she works in partnership with other professionals.

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Inspection activities

8 October 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

8 October 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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