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 Good

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The provision is good

Despite changes in routines, due to the COVID-19 (coronavirus) pandemic, children adapt well. They confidently say goodbye to their parents at the entrance. Children are happy and enjoy their time in the setting. They confidently choose their resources and lead their own learning. For example, children delight in using the small-world cars to demonstrate their knowledge of road safety. They talk about the importance of looking left and right before crossing the road.

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The provision is good

Children have a strong bond with the childminder, who has high expectations for all areas of their development. They are confident to speak with visitors and answer questions. All children are making very good progress with their language and communication skills. The childminder places high priority on supporting children's well-being. Children enjoy sharing familiar stories and feel emotionally secure when they snuggle up close to the childminder. This helps children to feel safe and content in the childminder's home-from-home setting. Children are supported well to understand the routines and boundaries of the setting. They play cooperatively together and share resources. This is evident as children take turns to push their small-world vehicles down the ramp. Children are well behaved and extremely polite. They use good manners as they say 'please' and 'thank you' at mealtimes.

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need to do better?

n Overall, children engage and concentrate well. For example, they persist in completing puzzles and building towers with blocks. However, at times, the activities the childminder plans for younger children are too difficult. Some younger children lose concentration and leave the activity. This does not fully support developing their concentration and thinking skills. n Children have good opportunities to count and hear different mathematical language. For instance, they enjoy counting fruits and foods, and discussing the days of the week when exploring 'The Very Hungry Caterpillar' story. Overall, the childminder implements children's curriculum well. However, children are not always given enough opportunities that challenge them in their play to build on what they already know and can do. n The childminder makes good use of electronic communications to ensure that information about their child's progress is shared effectively with parents.

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need to do better?

Parents are very positive about the quality of the setting. They describe the childminder as 'simply amazing'. Parents comment on how much progress their children have made since attending. n The childminder is mindful of supporting children with their emotional development. She helps children to develop language to express their feelings. For example, she uses the story about the hungry caterpillar to ask the children how they would feel if they had eaten so much.

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need to do better?

11 October 2021 n The childminder places emphasis on developing children's speaking and listening skills. She continually models clear language. The childminder provides commentaries during children's play, repeating and building on their responses. Stories are shared and enjoyed together. Consequently, children are becoming skilful and confident communicators. n High standards of cleanliness and lots of outdoor play help to promote children's good health. Children follow good hygiene routines. They independently wash their hands before eating and comment, 'We wash the germs away.' Children have many opportunities to be physically active. For example, they visit local wildlife areas and parks. Furthermore, they spend quality time in the childminder's garden and walk to school twice a day. The childminder provides healthy snacks and talks to the children about the importance of healthy eating. n The childminder evaluates the provision effectively. She includes the views of

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need to do better?

parents and children to help identify areas for development. The childminder uses professional development opportunities to develop her knowledge and skills. This helps to continually build on the quality of her practice. For instance, speech and language training has helped her to assess children's vocabulary and understand how to support them effectively. n The childminder understands the difficult time children have had during the COVID-19 pandemic. She plans well for new children who start in her care. The childminder knows that they have spent limited time away from their parents. As a result, she provides lots of support, empathy and reassurance to help them settle.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection issues and knowledge of safeguarding. She is confident to identify and respond to safeguarding concerns in a timely and appropriate manner. The childminder knows how to respond appropriately to allegations of abuse made about herself or those living in her house. She is aware of the wider safeguarding concerns that affect children and their families. This helps to keep children safe. The childminder keeps her knowledge up to date through regular training. She is able to recognise the signs or symptoms which may indicate that a child is at risk of harm. The childminder knows who to contact if she has a concern.

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should:

n support children to sustain their concentration and focus even more during adult-led activities n plan more challenging play opportunities to help build on what children already

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Setting details

Unique reference number EY408878 Local authority Hampshire Inspection number 10063242 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 4 Number of children on roll 3 Date of previous inspection 15 July 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Farnborough, Hampshire. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays. The childminder holds an appropriate qualification at level 3.

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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 that into account in her evaluation of the setting. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum is implemented and the impact this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

11 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

11 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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