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

p.1

The provision is good

Children form strong relationships with the childminder and appear happy and safe. They benefit from warm and positive interactions and confidently play alongside the childminder. Children receive praise and encouragement for their achievements, which promotes their self-confidence effectively.

p.2

The provision is good

The childminder has high expectations for every child, and their individual learning needs are met well. The children make good progress in their learning. Children have access to a wide variety of exciting and stimulating resources. Consequently, children are curious and motivated to learn.

p.2

The provision is good

Children have access to a garden and go on many outings where they benefit from fresh air and exercise. The children engage in conversations about making healthy food choices. For example, they talk about the healthy foods in their lunch boxes and they are encouraged to eat those items before their treats. Children behave well and demonstrate good manners. They listen carefully and follow the childminder's instructions well, such as to help tidy away toys.

p.2

need to do better?

n Children are motivated and well behaved. They recall past events together and use knowledge learned to support their play. For example, as the children put sand in moulds, they talk about how wet sand worked better in the past to keep the caste together. Children are confident communicators, including those who learn more than one language. n Children enjoy reading books with the childminder. Younger children nuzzle in on her lap, and the older children eagerly listen to books. Children are curious about the characters in the stories and ask what an 'aardvark' and a 'jerboa' is. Children are exposed to new words, extending their vocabulary. The childminder repeats words correctly when the children mispronounce them. n The childminder helps children to build their problem-solving skills effectively. For instance, children work out how to make the water mill move by pouring water from a bucket. The work out that when they add more water, the mill

p.2

need to do better?

spins faster. The childminder supports mathematical development well. For example, she adapts her teaching for the younger children to use positional language and the older children to learn mathematical concepts and numbers. n Children enjoy drawing as they begin to make marks and explore early writing. For example, they draw pictures and 'write' in celebration cards. Children access mark-making resources independently and they confidently ask for help when they need it. n The children have many opportunities to be physically active. They balance on a balancing beam, kick balls in the garden and help each other carefully balance

p.2

need to do better?

16 June 2022 buckets of water as they walk to the tray. Children learn about making healthy choices as they discuss foods that are good for their bodies. Children follow good hygiene practices. They independently wipe their own noses, dispose of the tissue and wash their hands. n Children go on regular trips out where they learn about the world around them and people that live in their community. They learn about what makes them unique. For example, parents provide pictures of their families and things the children enjoy doing at home. Children share these pictures with each other and get excited when they see themselves. n The childminder works well with parents. For example, she gives them good information about children's care and learning through discussions and daily diaries. Parents are aware of how their children are developing and know what the childminder is helping their children to learn next.

p.2

need to do better?

n The childminder builds her professional skills and knowledge well. She recently attended training on speech and language development. As a result, she has implemented cue cards to help children communicate during play. The childminder has discussions with other childminders to share good practice and ideas. However, links with other settings the children attend are not fully established to support children's learning and development even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe. She attends regular training to refresh her knowledge. The childminder knows how to recognise the signs of abuse and neglect, and what to do if she becomes concerned about a child's welfare. She is aware of the bruising protocol for non-mobile babies. She knows the procedure to follow if an allegation is made about herself or another household member. The childminder has risk assessments in place to minimise the potential hazards in her home and when on outings.

p.3

should:

n strengthen the partnership working with other settings that children attend to help provide the best possible support for children's learning and development.

p.3

Setting details

Unique reference number EY452524 Local authority Hampshire Inspection number 10228734 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 2 November 2016

p.4

Information about this early years setting

The childminder registered in 2012. She lives in Eastleigh, Hampshire. The childminder operates from Monday to Thursday between the hours of 7.30am and 6pm. The childminder holds an early years qualification at level 4.

p.4

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 inspector viewed a range of documents, including learning records, policies and procedures. n The childminder discussed her intentions for the children's learning during a learning walk with the inspector. n The inspector observed the quality of teaching and discussed children's learning with the childminder. n The inspector read and took account of the written feedback provided by parents.

p.4

Inspection activities

16 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

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

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