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 clearly enjoy the time they spent with the caring and nurturing childminder. They are confident and approach the childminder for cuddles and to share favourite stories on her knee. Children benefit from a childminder who knows how to support their emotional well-being effectively.

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The provision is good

Children freely access a good range of resources that the childminder provides in her welcoming learning environment. They understand the expectations the childminder has and are developing the skills of tidying away when they have finished playing. Children benefit from plenty of warm praise and encouragement from the childminder. She supports their self-confidence and self-esteem well.

p.2

The provision is good

Children are learning to manage their feelings and emotions with support from the childminder. She is a calm role model who encourages children's positive behaviour. Children learn to respect each other, the resources and the environment.

p.2

The provision is good

Children are busy and motivated learners. They confidently make choices and decisions, such as which activities to explore or what to play with. The childminder knows the children well and makes their next steps in learning individual and relevant. Children build on what they can already do and are interested in. They learn a good range of skills to support them to move on to the next stage in their education.

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need to do better?

n The childminder implements a curriculum that is based on children's interests and the knowledge she has of how to support children's learning. She plans activities to engage them, such as exploring snowmen. Children sing songs about snowmen and look carefully at pictures in books before recreating snowmen in dough. The childminder helps children make links to what they already know and extends their learning further. n The childminder has clear plans about what skills she wants children to learn in her care. She takes children to different groups in the community to encourage them to socialise in larger groups, for example. Children learn to play and communicate with others. This helps to support their developing social skills. n The childminder supports children's communication development effectively. She sings lively songs and reads engaging stories. The childminder introduces new words, such as 'honeypot', to help children increase their vocabulary. She gives

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need to do better?

children simple explanations of what new words mean. The childminder helps children hear the correct way to say words as she repeats back what they say. Children listen attentively to what the childminder says. They develop into

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need to do better?

27 January 2022 confident communicators. Children illustrate this as they tell the inspector with great pride how they have they fixed the Ferris wheel. n The childminder encourages children to be independent. For instance, they learn to put their shoes and coats on before going outdoors to play. However, at times, the childminder completes tasks that children could manage themselves. Children's independence is not consistently encouraged to the highest levels. n Children benefit from opportunities to play and learn outdoors. They experiment with floating and sinking, make marks with chalks, learn to pedal tricycles, and climb and run in the open spaces. They have many chances to practise their physical skills. n Parents are very positive about the care and education their children receive. The childminder has adapted her practice due to COVID-19 restrictions. However, she finds innovative solutions to ensure parents are still highly

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need to do better?

engaged and involved in their children's time in her care. For instance, meetings held at local parks and gardens help to maintain effective partnerships between the childminder and parents. This supports high levels of continuity for children's care and education. n The childminder helps children learn about the wider world. She teaches them about different cultural celebrations, for example, and takes them out into the local community. Children have the opportunity to meet different people and see different places. n The childminder reflects and evaluates her practice. She makes plans to change and adapt activities, for example to further engage and extend children's learning. This helps to motivate children in their learning. It also ensures that the childminder's practice is continually developing to the benefit of the children she cares for.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role to promote children's well-being at all times. She knows what may concern her about children's welfare. The childminder understands the procedures to follow to take any concerns she may have further. She keeps her skills and knowledge current by attending regular training. The childminder maintains her home so that it is clean and safe for children to play and learn in. She completes thorough risk assessments to help identify and minimise hazards to children. The childminder helps children to learn how to keep themselves safe as they play.

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should:

n provide children with consistent opportunities to do things for themselves and

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should:

27 January 2022 develop their independence skills to even greater levels.

p.3

Setting details

Unique reference number 2498873 Local authority Hampshire Inspection number 10207700 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 5 Number of children on roll 1 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018. She lives in Romsey, Hampshire. The childminder provides care on Mondays, Tuesdays and Thursdays, from 8am to 6pm, throughout the year. The childminder holds a level 4 qualification in early years.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure that it is safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request, including evidence of suitability. n Parents shared their views of the setting with the inspector.

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Inspection activities

27 January 2022 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

27 January 2022 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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