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 are particularly kind, gentle and caring. They praise each other for their creations, such as telling their friends that their picture 'looks beautiful'. Older children enjoy taking on responsibilities. They hand out water bottles to their friends, reminding them to have a drink. Older children love to care for the younger babies. They touch their noses and talk to them playfully. Babies respond with big smiles. Children work together to tidy up their environment before the next activity. They follow the boundaries within the setting and behave very well. This leads to a calm and relaxed environment.

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The provision is good

Children learn through carefully planned activities that help them to progress in their learning. The childminder adapts activities according to the developmental needs of the children. Children persevere when things are difficult and are keen to complete the task they are working on. For example, when using small pegs, they struggle to squeeze them open. However, they keep on trying and practising until it becomes easier. This helps children to develop good small-muscle skills. Children form strong bonds with each other and with the childminder. They are confident individuals, who are motivated and eager to learn.

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need to do better?

n The childminder provides children with outings and experiences that interest and inspire them. For example, when children say they want to be a pilot when they grow up, she organises a trip to the local aircraft museum. Children meet and speak to pilots and are keen to talk about their experience with visitors. n The childminder ensures her mandatory training is kept up to date. She completes wider professional development opportunities online. For example, she has completed training on helping to prepare children for school. She networks with other local childminders to share knowledge and ideas. n Parents are keen to share praise for the childminder. They report that she is 'understanding, supportive and caring'. They are confident that their child is safe and happy. The childminder communicates with local schools and early years settings that children attend, ensuring a collaborative approach to children's

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need to do better?

education. n Children say that their favourite thing to do is play with baby dolls and cars when with the childminder. Older children access a range of toys, such as a car garage and play kitchen. However, the resources provided for the babies that are not yet mobile do not promote their curiosity or provide opportunities to explore through their senses. n The childminder helps children develop the skills they need to be prepared for the next stage of their education. She teaches them how to become independent. For example, she encourages them to put on their own shoes. The

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need to do better?

1 July 2022 childminder recognises when support is needed and when to give children time to have a go by themselves. n The childminder uses her knowledge of child development to identify the next steps in children's development. She recognises when children's communication and language are unclear. However, she has not considered strategies to further support children's language development, so that they can make the best progress. n Children develop good physical skills. They enjoy spending time outside. Children kick balls and play catch with the childminder. This helps children to develop good hand-to-eye coordination. They practise balancing on a beam that they build together. Children hold out their hands and walk along carefully. They enjoy spotting the snails and fish in the pond, and talking about what they see in the natural world. n The childminder focuses her curriculum on ensuring that children's personal,

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need to do better?

social and emotional development is secure. She places emphasis on supporting children to understand and manage their emotions. The childminder uses creative techniques to help children to communicate their feelings. For example, she gives children time to draw how they are feeling. She aims for children to develop good social skills. She regularly meets with other childminders to broaden children's friendship groups.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder prioritises children's safety and well-being. She ensures her knowledge is kept up to date by completing regular safeguarding training. The childminder is confident to follow the local safeguarding procedures to raise a concern about a child. She knows what signs may indicate that a child is at risk of harm. The childminder has considered ways to keep children safe on outings, such as using high-visibility vests. She ensures that she follows safe sleep guidelines and that children are monitored while they are sleeping. The childminder has a fire evacuation procedure to follow in the event of an emergency.

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should:

n strengthen provision for babies by providing resources that help them develop their curiosity and enhance their sensory experiences n focus professional development on developing knowledge to further support children's communication and language.

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Setting details

Unique reference number 2553150 Local authority Hampshire Inspection number 10221596 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Romsey. She operates from 8am to 6pm, Monday to Friday, for most of the year. She has a relevant level 3 qualification.

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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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 July 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

1 July 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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