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 develop warm and trusting relationships with the childminder, who is kind and caring. Children benefit from a safe and secure environment to play and learn in. They learn about routines to promote their own health and well-being and develop good levels of independence. For instance, children learn how to put on their wellington boots and zip up their 'wet weather suits' as they go outside to play. Overall, children behave well. They learn how to take turns and share, as they play cooperatively. Children use good manners and recognise and respect the differing needs of their friends.

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The provision is good

Children benefit from a variety of activities to engage and motivate their play. They develop good physical skills, such as when they learn how to peel fruits, and are able to feed themselves independently. Children speak confidently and acquire a wide range of vocabulary, to build on their good communication and language skills. For instance, as they choose favourite picture books, they point to and name the purple balloon and look for and find the 'hidden duck' in stories. Children develop good listening and attention skills, and they concentrate well in activities that interest them. They make good progress in their learning and development.

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need to do better?

n The childminder has carefully monitored the impact of the COVID-19 pandemic on children. She recognises that they have had fewer opportunities to learn about people and places outside of their home environment. Since restrictions have eased, the childminder takes children on various outings. For example, they go to music groups, on woodland walks and visit places of interest. This helps to develop children's confidence in unfamiliar situations and supports them to form friendships with a wider group of children. n Children are happy and confident in the childminder's care. They develop good levels of self-esteem and are willing to try new activities, as they develop a can- do attitude to learning. For instance, at snack time, children concentrate and persevere at peeling their bananas and satsumas. The childminder praises them as they successfully manage these tasks. Children are delighted at their

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need to do better?

achievements and say, 'I did it.' n The childminder creates a varied curriculum for children that is based on their interests. She has a good understanding about what children need to learn next and creates experiences to support their good progress. However, at times, the childminder does not maximise the available opportunities during activities to tailor and support children's learning even further. n The childminder places a strong focus on building children's speaking and listening skills. She uses good opportunities to encourage children to think through and share their ideas, to build on their growing language skills. For

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need to do better?

16 March 2022 instance, as children dress dolls, they think about what she will need to wear if it is cold, and they proudly hold up and say 'a coat'. Children learn language rapidly and develop good communication and language skills. n Partnerships with parents are good. Parents speak very highly of the childminder. They say that she provides a relaxed, welcoming environment with fun and varied activities. The childminder shares children's key achievements with parents, to keep them informed of their overall progress. However, she recognises that there is more that she can do to gain a greater range of information about children's experiences at home, to support their learning and care. n The childminder is reflective and makes ongoing changes to improve her setting. For instance, she has made changes to the outside space which mean that children can make use of the garden area all year round. This supports those

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need to do better?

children who prefer to learn outdoors. n Opportunities to build on the childminder's knowledge and skills are a strength of her practice. The childminder takes a proactive approach to seeking training that can be used to benefit her in supporting the children she cares for. For instance, recent training on behaviour management has helped her to have a greater understanding of the emotional needs of children. Consequently, this enables her to support younger children to learn how to manage their own feelings and behaviour.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility to keep children safe. She undertakes regular safeguarding training to keep her knowledge up to date. The childminder knows how to recognise when children are at risk of harm from neglect or abuse and understands how to report and escalate these concerns. She ensures that children are supervised, indoors and outside, and when children are eating. The childminder ensures that her learning environments are clean and safe for children to play in. She helps children to understand how to keep safe. For example, children learn why it is important to sit on the sofa and not to stand on it.

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should:

n focus more precisely on the available opportunities during activities to tailor and support children's learning even further n develop the working partnership with parents to help gain a greater range of information about children, to support their learning and care.

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Setting details

Unique reference number 2538737 Local authority Hampshire Inspection number 10215283 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Farnborough, Hampshire. She operates for most of the year from 8am to 5pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n Children spoke to the inspector during the inspection. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

16 March 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

16 March 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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