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

The childminder provides a warm, welcoming environment. Children form close relationships with her and appear safe and happy in her care. Children benefit from a wide range of stimulating resources that they can access independently. The childminder knows the children well. Children enjoy activities that the childminder plans to extend their interests and learning further. As a result, the children are self-motivated and fully engaged in their play, including those with special educational needs and/or disabilities.

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The provision is good

Children become deeply immersed in their activities. They benefit from the childminder's sensitive interactions. For example, she adapts experiences appropriately for the children to explore and challenge their own creative ideas. The childminder is a positive role model and has high expectations for children's behaviour. She supports their understanding through gentle but clear rules and helps them to recognise one another's needs. For example, children respect each other's space and play well. The children enjoy being outdoors and have many opportunities to develop their large-muscle movements. The childminder takes the children out on regular trips to the park, where they practise new skills such as climbing, running and jumping.

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need to do better?

n The children have access to a well-resourced and stimulating environment. The childminder carefully considers children's interests to meet the individual needs of the children. As a result, children show sustained concentration and perseverance when they are involved in a task. For example, children test out their ideas and find ways to build and connect a ramp to the structure they have built. n The childminder supports children's speech and language development effectively. She engages children in regular conversation to extend and build on their communication skills. She speaks clearly and uses repetition of language to help children say words correctly. For example, she models and repeats the names of colours when the children mispronounce them. n The childminder provides sequenced learning opportunities for children in ways that they enjoy. For example, children use different-shaped blocks in play and

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need to do better?

recognise patterns and shapes as part of developing their mathematical awareness. Consequently, children develop positive attitudes to learning. n The childminder supports children to develop their own independence and promotes their self-care skills well. Children independently select toys and resources that they want to play with. Children manage and attend to their own personal needs. For example, children independently take themselves to the toilet and wash their hands afterwards.

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need to do better?

10 June 2022 n Children have access to a garden and local park, where they have opportunities to practise their physical skills and balance on the trim trail. The children excitedly talk about the trips to the park and how they keep themselves safe when playing on the equipment. n The childminder plans regular trips out with other childminders to help children socialise and build on their confidence. She teaches children to have consideration for others and to respect each other. However, children do not have consistent opportunities to share other cultures, extending their understanding of what makes them unique and the diverse world in which they live. n Children show a keen interest in their environment and living things within it. For example, the children find a tiny snail on the patio. They carefully pick it up and investigate the small shell and body. The childminder helps them come up with ideas and suggestions to keep the snail safe from harm. As a result, children

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need to do better?

learn empathy and compassion. n Parents are complementary about the childminder's service. They say their children really enjoy their time with the childminder and look forward to attending. The childminder communicates with parents using a daily diary. However, she does not yet share ideas and suggestions with parents effectively that extend children's learning and development at home. n The childminder evaluates her own practice effectively and attends training to deepen her knowledge and skills. For example, she implements strategies learned from recent behaviour training, in effect, having a positive impact on supporting children to understand their emotions and feelings.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps children safe and promotes their welfare. She is aware of the possible signs and symptoms of abuse, including the 'Prevent' duty. The childminder understands her role and procedures to follow when she has concerns about a child's welfare. The childminder attends regular training to keep her knowledge up to date. She uses risk assessments effectively to ensure the safety of the children in her home and when on outings to the park.

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should:

n consider ways to enhance partnerships with parents to support children's home learning even further n further extend the opportunities to develop children's awareness of people and communities that differ from their own experiences.

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Setting details

Unique reference number 2562053 Local authority Hampshire Inspection number 10232143 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Bishopstoke, Hampshire. She provides care for children Monday to Friday, from 7.30am to 6pm, for most of the year. The childminder holds an appropriate early years qualification at level 3. The childminder is in receipt of funding to provide free early education for children aged two, three and four years.

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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 provider and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the setting and discussed how they ensure it is safe and suitable. n The inspector and the childminder discussed the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 June 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

10 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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