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

Children happily explore in this safe and welcoming home. They are keen learners. Children move freely around the extensive learning space and choose from a range of resources that interest them. They play independently as well as engaging with others. Children are very fond of the childminder who is responsive to their needs. They seek reassurance and cuddles from the childminder when they need to. This helps to promote children's self-esteem and confidence. Children know the daily routines well, and on arrival, they independently put away their shoes and coats.

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The provision is good

Children behave well. They are encouraged to treat others with kindness and consideration. This helps them to learn how to build friendships. For example, when children play, they demonstrate an increasing desire to share toys with each other. Children are sensitively encouraged to manage their self-care needs. For example, when they show the childminder that they have a runny nose, she encourages them to use a tissue to wipe their own nose. This helps to prepare children for the next stages in their education.

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The provision is good

Children have many opportunities to enjoy the fresh air and practise their physical skills. They regularly go to local places of interest, such as a walk along the river. Children show a fascination for the animal life, particularly the ducks. This helps children to learn about the world around them.

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need to do better?

n The childminder focuses on children's communication and language skills as a priority. She narrates what the children are doing, which allows children to hear new words. This is further promoted when children join in with songs that are familiar to them. The childminder understands that actions, which match the lyrics of a song, enhance children's comprehension of vocabulary. For instance, children show delight as they sway forwards and backwards when they hear 'row, row, row your boat'. They want to do it again and again. Children work out when to scream when the 'crocodile' appears at the end of the verse. n The childminder organises her home and resources effectively to ensure that children can make choices about their play and learning. This encourages them to explore, develop their own interests and test out their ideas. The childminder carefully considers children's interests and knows what they enjoy playing with.

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need to do better?

However, the childminder does not consistently use opportunities to extend children's learning further in their play. For instance, children choose to use beaters to bang a drum. This experience is not enhanced to consider other areas of the curriculum, such as to make quieter and louder sounds. n Children love to mark make and hold the equipment with increasing competency. The childminder models the process and talks about what she is

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need to do better?

3 May 2022 drawing. Children listen carefully and excitedly draw with water pens. They use a variety of words to describe what they have drawn. For instance, they say their marks represent a boat. This supports children's understanding that marks carry meaning. n Children are very inquisitive. They show a keen interest in finding out how things work. Children show sustained concentration and perseverance when they are involved in a task. For example, they try different ways to connect cars together that have a hook mechanism. They smile broadly when they master it. n Children are consistently helped to understand rules and boundaries to keep them safe, such as when they only sit on the first step of the stairs and do not go up further. The childminder instils the use of good manners, such as 'please' and 'thank you'. n Parents speak highly of the care and education their children receive. They comment on the good progress their children have made since starting with the

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need to do better?

childminder. Parents are pleased when their children give the childminder a 'big hug' when they arrive and say they are in 'safe hands'. n The childminder reflects on her practice and continues to deepen her knowledge and skills. For example, she researches about current ideas in early education. However, she does not have a precise focus on her strengths and areas for further development to drive improvement to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular child protection training. She has a good understanding of her responsibility to protect children from harm. This includes wider safeguarding matters, such as the risk of being exposed to extremist views and behaviours. She recognises the possible signs and symptoms of abuse and understands the local procedures to follow if she needs to seek further help or to report any concerns. The childminder keeps her safeguarding knowledge up to date through further research. The childminder ensures that children are able to play in a safe and secure environment. This has a positive impact on the children's safety and well-being.

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should:

n focus more clearly on identifying opportunities to further extend and broaden children's individual learning across the curriculum, as they play n develop self-reflection to precisely identify areas for improvement to enhance practice to the highest level.

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Setting details

Unique reference number 111284 Local authority Hampshire Inspection number 10228143 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 2 Date of previous inspection 11 October 2016

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Information about this early years setting

The childminder registered in 1998. She lives in Lychpit, Basingstoke, in Hampshire. The provision operates from Monday to Friday, 7.30am to 5.30pm, all year round. The childminder holds a relevant level 3 qualification in childcare.

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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 talked to the inspector about their curriculum and what they want the children to learn. n The inspector carried out a joint observation of activities with the childminder. n The inspector observed the quality of the education being provided and assessed the impact that this was having on the children's learning. n Parents shared their written views of the childminder's provision with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder to work with children.

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Inspection activities

3 May 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

3 May 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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