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 Inadequate

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The provision is good

Children are happy, safe and enjoy their time with the childminder. They move with ease through the familiar routine and display high levels of independence. For example, even the youngest children find their coats and attempt to put on their own shoes for garden time. The childminder and her assistants respond to children with warmth and sensitivity. They know children well and initiate conversations about important events in children's lives. This enables them to support children's emotional well-being fully.

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The provision is good

Children behave well and form meaningful friendships with their peers. The childminder and her assistants respond to changes in behaviour sensitively and consistently. Even the youngest children learn about the impact their behaviour has on others, as they act out 'gentle hands' when playing.

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The provision is good

The childminder and her assistants encourage children to explore and use their curiosity during their play. They plan learning opportunities that challenge children's thinking. They are clear on what they intend children to learn and base activities and resources around children's interests. For example, assistants build on children's fascination with spiders. They prepare a digging area and provide children with tools and magnifying glasses to look for inspects. Assistants ask questions to explore and extend children's understanding of habitats.

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need to do better?

n The childminder and her assistants plan the curriculum as a team. They use regular assessment accurately to identify what children need to learn next. They plan activities and resources effectively to address gaps in learning and build on children's strengths. The childminder makes some links with other settings and professionals working with children in her care. However, she does not always utilise these links fully, to enable children to reach their greatest potential. n The childminder and her assistants work well together. Since the last inspection, the childminder has introduced formal staff supervision. This has provided assistants with the support and challenge they need to be effective practitioners. They receive regular informal and formal training to improve their knowledge. This has had a positive impact on children's engagement and their learning. n Children are independent. Older children are learning skills to prepare them for

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need to do better?

school. For example, they show perseverance as they use a knife and fork to cut their food during mealtimes. The childminder and her assistants provide encouragement and praise for children's efforts. As a result, children develop resilience as they continue to 'have a go'. n The childminder and her assistants support children's speech and language well. Throughout activities, they listen intently, provide dialogue and repeat words

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need to do better?

1 February 2022 correctly. They introduce new vocabulary appropriate to individual children's level of understanding. Children become confident talkers as a result. Children also develop a love of stories. They access books during play and read them to their friends. n Children learn about the world around them with great interest. They point out aeroplanes in the sky and discuss the smoke trail that it creates. Children ask questions and show kindness when observing the childminder's newborn rabbit. n The childminder provides many opportunities for children to develop their understanding of early mathematics. For instance, children fill a variety of containers during water play. They discuss heavy, light, full and empty. The childminder regularly discusses mathematical concepts with children during their play. n Children learn how to keep their bodies safe and healthy. During outdoor play, they develop coordination and balance through a range of activities. Children

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need to do better?

confidently navigate the space around them and use their ideas to challenge their physical skills. For example, they kick balls through hoops. Children regularly discuss the impact healthy choices have on their bodies. n The childminder works in partnership with parents. Parents receive regular updates on their children's progress, which are shared electronically and face to face. The childminder supports children's learning at home. She introduces a new book each week, which she shares with parents, and provides activity ideas such as children bringing in items from home that link with the story. Parents report positively on the care their children receive and on the progress they are making.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure understanding of her role in keeping children safe. She and her assistants complete regular training to keep their knowledge of safeguarding up to date. As a result, they have a clear understanding of the indicators of abuse and procedures to follow should they have concerns about a child's welfare. This includes protecting children from extreme views. The childminder ensures that her premises are safe and secure for children to learn and play.

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should:

n strengthen partnership working arrangements with other professionals to ensure children are well supported to reach their full potential.

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Setting details

Unique reference number EY493454 Local authority Hampshire Inspection number 10203420 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 10 Number of children on roll 22 Date of previous inspection 13 July 2021

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Information about this early years setting

The childminder registered in 2015 and lives in the Titchfield Common area of Hampshire. She offers care every weekday, from 7.30am until 6pm, all year round, except for public holidays. The childminder receives funding for the provision of free early years education for children aged three and four years. She works with two assistants. The childminder holds a level 3 qualification.

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Inspection activities

n The childminder spoke to the inspector about their curriculum and their intentions for children's learning. n The inspector spoke to assistants at appropriate times during the inspection and took account of their views. n The childminder, her assistants and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector reviewed and took into account written feedback from parents and carers.

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Inspection activities

1 February 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

1 February 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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