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

p.1

The provision is good

Children are happy, settled and engaged. They show secure bonds with the childminder and use her for reassurance if they feel unsettled. For example, when there are visitors to the setting. Children are encouraged to be independent and try things for themselves first. They demonstrate a range of physical skills as they use the climbing frame, slide, trapeze and bar. Children are encouraged to take risks and challenge themselves while in a safe environment. Older children help younger children swing on the bar with care. Children excitedly dance to 'Let It Go' with giggles. They eagerly sing along with their favourite phrases. Children sit around the dining table as a 'family' for dinner, where they regularly share information about their day, observations they have made or questions they may have.

p.2

The provision is good

Children regularly receive praise for their efforts. The childminder has high expectations of the children and their behaviour as well as their capabilities. This helps children make good progress in their learning and development. Children develop their creativity skills. They enjoy using painting sticks to create a range of pictures. Children are encouraged to follow their own interests as they create things. For example, they work out how to make envelopes to put their cards in independently.

p.2

need to do better?

n The childminder has a clear and ambitious curriculum in place. It focuses on personal, social and emotional development. These are areas identified by the childminder where children currently need the most support following the COVID-19 pandemic. n Parents speak highly of the childminder. They talk about the progress their children make with their learning and development in her care. They explain that she is 'friendly, caring and enthusiastic'. Parents highly value the strong partnerships they have with the childminder. n The childminder shows children that non-fiction books provide information. Children learn that they can use that information to create cakes as they follow a recipe. Children practise their mark-making skills as they 'write' out the ingredients needed. They eagerly follow their lists as they go and find the ingredients in the fridge. n The childminder does not consistently capture opportunities to develop children's

p.2

need to do better?

mathematical skills. For example, when children are making cakes, the childminder does not discuss numbers, measuring or capacity with the children. n Children learn about personal hygiene. For example, they learn how to keep themselves safe by washing their hands to 'get rid of the germs'. They begin to learn about hygienic practices, such as tying their hair back when they are cooking.

p.2

need to do better?

11 August 2022 n Children generally behave well. On occasion, when children struggle to manage their feelings and behaviours, the childminder is calm, patient and kind. However, she does not yet fully support children in understanding those feelings and the impact their actions have on others. n The childminder provides excellent care for children who need additional support. For example, she creates visual photo books to help children feel settled at the setting. This also helps children to develop strong attachments with her. This is because the books provide a visual reminder of children's daily routine and the people at the childminder's setting, for children to look through whenever they need to. n The childminder teaches children to problem-solve and develop a can-do attitude. For instance, when they try and blow bubbles with bubble mixture, she encourages them to keep persevering and try different techniques and

p.2

need to do better?

containers for the bubble mixture until they succeed. Children giggle in delight when they successfully blow bubbles. n Children go on frequent outings to explore the world around them. The childminder says she uses these visits to introduce new ideas across all the different areas of learning. For example, she values teaching children skills, such as visiting the shops and paying for items independently. n The childminder values the importance of professional development. She ensures she attends the regular provider briefings and safeguarding meetings provided by the local authority. This helps to keep her knowledge up to date and develops the quality of her teaching.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure safeguarding knowledge. She understands her roles and responsibilities in keeping children safe. The childminder is aware of who to report concerns to about a child and if an allegation has been made against herself or a member of her household. The childminder has a secure knowledge of a variety of issues, such as grooming and county lines. Children learn about sun safety, particularly during the current heatwave. They know to use sun cream to block the UV light rays and understand the need to drink lots of water.

p.3

should:

n strengthen opportunities for children to develop their understanding of early mathematics through their play and activities n further support younger children to develop their social and emotional skills in order for them to manage their own feelings and behaviour and to understand how these have an impact on others.

p.3

Setting details

Unique reference number 2569641 Local authority Hampshire Inspection number 10239277 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 5 Number of children on roll 15 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020. She lives in Chandlers Ford, Hampshire. The childminder provides care from Monday to Friday, all year round. The childminder has a foundation degree in early years and childcare. She accepts early years funding for two-, three- and four-year-old children.

p.4

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 discussed her curriculum intentions with the inspector during a learning walk. n Parents shared their views with the inspector. n The inspector observed the childminder and children throughout the day. n The inspector sampled relevant documents. n The childminder and the inspector held discussions at appropriate moments.

p.4

Inspection activities

11 August 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.

p.4

Inspection activities

11 August 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6