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 Not applicable

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The provision is good

Children at this setting can often be heard giggling and laughing together. They develop good friendships with the childminder and each other. Children are independent and are able to source and put on their clothes ready for playing in the garden. They confidently to speak to others and readily introduce themselves and their friends to visitors. Children develop a secure understanding of how to manage their behaviour. They understand the positive house rules, such as using 'kind hands'. The childminder is consistent in her management, reinforcing the rules in a calm manner.

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The provision is good

Children show a clear awareness of the needs of their bodies. For example, they understand to have a drink when they are hot and thirsty after playing in the garden. Children learn about life cycles and develop a keen interest in the natural world. For example, they carefully looked at caterpillars through the magnifying glasses, which they readily shared out, and then identified the caterpillars' body parts. They explained how the caterpillars will transform from their current state into butterflies. The childminder ensures that she covers all areas of learning to provide children with a curriculum that enables them to develop good skills for the future.

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need to do better?

n The childminder has clear intentions for what she wants children to learn next. She successfully assesses children's development and uses effective tools to support her in this process. She uses children's current interests and her knowledge of their next steps to provide appropriate resources and experiences. For example, she sets out resources for hairdresser role play and provides den building opportunities. n The childminder is highly effective in supporting children with special educational needs and/or disabilities. She has high ambitions for all children and ensures that she adapts her environment to enable children to move around freely. This means that she meets all children's care and learning needs inclusively and that they can all play and learn together. n The childminder supports children's learning well overall. However, she uses the names of the letters rather than the letter sounds when helping children to write

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need to do better?

their names. This means that children do not hear the letter sounds to help them to begin to learn to sound out and spell words. n Children develop skills for the future and for moving on to their next stage in their education, such as school. They learn to dress themselves during role play and receive encouragement to persevere in putting on the princess dresses. This enables children to try and try again and to succeed in their chosen task. n Children develop a good awareness of diversity. They show great empathy for

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need to do better?

16 June 2022 others and understand that there are similarities and differences in others. For example, they know that some people may need equipment to help them to walk but that this does not prevent them from engaging in all activities. n Children show a clear understanding of the routines of the day. They all take an active part in tidy-up time, which the childminder turns into a game. This makes the task enjoyable rather than a chore, and it quickly comes to an end. However, the childminder does not always plan effectively for some times of the day to enable children to continue their learning. For instance, children have to sit and wait for long periods for other children to finish their lunch. n Children develop a good understanding of simple mathematical concepts such as counting. For example, they enjoyed singing about the five little speckled frogs and counted their fingers to show how many frogs there were.

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need to do better?

n The childminder fosters good partnerships with parents and other involved in children's care. Parents comment that their children's language skills have greatly improved and that the childminder is 'a shining example of a fabulous childcare practitioner'. n The childminder worked successfully with parents to help their children settle into her setting following the lockdowns due to the COVID-19 pandemic. This enabled children and their families the time they needed to be confident and settled in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection. She fully understands how to refer any concerns she may have about a child and family in her care. The childminder knows about safeguarding issues, including how even very young children can be groomed into moving drugs across counties. The childminder risk assesses her home effectively to help ensure that children remain safe in her care. This extends to enabling all children to have plenty of room to explore and learn, for example by reducing the equipment in the areas where children play.

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should:

n enhance knowledge of teaching letters and letter sounds to further support children's early literacy and writing skills n plan more effectively for routine times of the day, such as lunchtime, when some children need to sit and wait for long periods.

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Setting details

Unique reference number 2560341 Local authority West Sussex Inspection number 10239540 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and is situated in the Hambrook area of Chichester. She operates from 8am until 6pm every day all year round, excluding bank holidays. She accepts funding for children who are two, three and four years of age. The childminder has an appropriate early years qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector throughout the inspection. n The inspector took account of parents' views through written feedback. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact of this on children's learning.

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Inspection activities

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 June 2022 16 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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