Childminder in Portsmouth

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy and safe in the care of the experienced childminder. They arrive at the setting with smiles on their faces and happily wave goodbye to their parents. Children enjoy playing with their friends. For example, they work together to build a track for cars that light up when they are used.

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The provision is good

Older children help their younger friends with tasks, such as supporting them to put their shoes on. Children take turns and share resources with each other. They are polite and show good manners, which are consistently reinforced by the childminder. There are high expectations for every child and children make good progress in their learning.

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The provision is good

Children have access to high-quality resources that allow them to play creatively. For example, children use wooden rainbow arches to build tunnels and bridges for wheeled toys. Children make good progress in their learning and benefit from stimulating learning experiences. For example, they enjoy exploring the texture of different slime and describe it as 'bumpy, sticky and gloopy'. In the garden, children excitedly create potions using mud, sand, liquid soap and food colouring. They proudly share their creations with the childminder who praises them, helping to build their self-esteem and confidence.

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need to do better?

n The childminder builds trusting relationships with the children she cares for. She is nurturing and attentive to their needs. Children that require additional support with mealtimes are given gentle encouragement. She gives reassurance and affection to children to help them manage their emotions. n The highly experienced childminder is very passionate and dedicated. She prides herself on providing children with a home-from-home environment where they can have lots of fun. She reflects upon her environment and uses the children's ideas to change and enhance her provision. However, the childminder has not recently completed any training which would further improve the quality of teaching. n The childminder's knowledge of child development is good. She understands how children learn. She knows the children very well and identifies the next steps in their learning. This leads to children making good progress. However, at

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need to do better?

times, during planned activities, interactions lack sufficient challenge to extend children's thinking. n Parents speak highly of the care their children receive. They describe the childminder as being an integral part to their family's life. The childminder provides advice and guidance to parents. For example, she shares recommendations with parents of how to support children's transition to school.

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need to do better?

23 February 2022 She works collaboratively with parents to support the children's individual next steps for learning. For example, the childminder has started teaching children key words in another language to help prepare them for moving abroad. n Children attend local music groups giving them further opportunities to develop their social skills. Children's communication and language are supported well. The childminder sings to children and recalls parts of their favourite stories as they play. Children are introduced to new words and the childminder reminds them of words they have learned and their meaning. n The childminder has a robust transition process for children joining the setting that involves the whole family. This leads to children settling quickly and feeling safe and secure. Children's views and wishes are respected. The childminder asks the children for feedback, finding out what they like and dislike in the

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need to do better?

setting. Children lead their play. They independently select resources and focus intently on the activity they have chosen. n Children's behaviour is good. They know what is expected of them. When it is time to tidy up, children all get involved helping to put their toys away. The childminder develops their sense of responsibility well. She encourages children to help her take part in daily tasks such as cleaning toys. This helps to develop children's skills and attitudes that will support them as they move on to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly completes training to ensure her safeguarding knowledge is kept up to date. She understands her responsibilities for safeguarding children and knows how to report concerns about a child. The childminder is able to identify possible indicators of abuse. She maintains good hygiene standards, encouraging regular handwashing. The childminder talks to children about keeping safe. For example, as they walk down steps, she encourages them to walk slowly to prevent a fall.

p.3

should:

n engage in ongoing training opportunities in order to develop the quality of teaching further n develop interactions with children during planned activities to ensure greater challenge is provided.

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Setting details

Unique reference number 143297 Local authority Portsmouth Inspection number 10108491 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 14 Date of previous inspection 16 January 2015

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Information about this early years setting

The childminder registered in 2001. She lives in Portsmouth, Hampshire. The childminder provides care for children, Monday to Friday, for most of the year. The setting receives funding to provide free early education to children aged three years. The childminder holds a recognised childcare qualification at level 3.

p.4

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 that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

23 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

23 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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