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 happy and thoroughly enjoy their time with the childminder. They laugh and have fun as they explore new ideas together. Children engage with the childminder as they share their ideas and concentrate on tasks for extended periods. The childminder is very responsive to children's cues and shows a genuine interest in what they are doing. This helps children feel valued, safe and secure.

p.2

The provision is good

Children enjoy exploring resources that capture their imagination and interest. They move resources freely around the setting, which enables them to expand their ideas fully. The childminder uses discussions to assess what children already know, while expanding their knowledge further. For instance, children show great delight as they find a caterpillar while exploring blackberries. They discuss what caterpillars eat and how they move. The childminder refers children to a book about caterpillars and uses props to introduce the life cycle of a butterfly. This helps embed children's learning.

p.2

The provision is good

Children show confidence as they take the inspector's hand and eagerly show her around the play spaces. They talk about what they enjoy and share recent life events that are meaningful to them. Children show pride in their achievements as they learn to become more independent, for example peeling their own fruit and pouring drinks. This helps create positive attitudes towards their learning.

p.2

need to do better?

n The childminder updates her knowledge and skills regularly by attending webinars and training. She then incorporates what she has learned into her practice. This is having a positive impact on children's learning. For example, the childminder has recently extended children's opportunities to develop their independence skills. This is helping to prepare them for their next stage in learning. n The childminder knows children well. She gathers a wide range of information from parents when children start with her. The childminder uses this to identify children's individual learning needs and plans her environment and activities to reflect these. She communicates regularly with parents, sharing progress and home learning ideas. Children are making good progress from their starting points as a result. n Children have access to fresh air and develop their physical skills as they explore the outdoors. They run, climb, slide and swing and enjoy playing football with

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need to do better?

the childminder. They pour water, clean trays with hand cloths, and mark make with a variety of tools. This helps children develop the physical skills they will need to be successful future learners. n Children are learning how to keep themselves safe and healthy. For example,

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need to do better?

21 September 2022 children discuss why it is important to wash their hands. The childminder models good hygiene practices by demonstrating how to wash their hands correctly with soap. They discuss why this is important and how germs are not visible. Children are learning about road safety as they discuss traffic lights and what each colour means. n Children are generally well behaved and show an understanding of the rules. For example, they understand why large balls are for outdoor play only. However, the childminder does not consistently support children to identify the impact their behaviour may have on others, for example throwing toys while engaged in imaginative play. This means that expectations for children's behaviour are not always clear. n Children are learning early mathematical concepts that challenge their thinking appropriately. For example, while playing with toy trucks, children compare

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need to do better?

vehicles and discuss size. They use mathematical language such as 'small', 'big', 'tall' and 'short'. They race the trucks and estimate who will be the fastest depending on a range of factors. They use positional language to describe where the vehicles are in relation to others. n Children's speech and language development is well supported. The childminder commentates on children's play. She repeats spoken words to strengthen and model correct pronunciation and structure. For example, during a game, a child catches a toy car and says, 'I catched it.' The childminder repeats, 'You caught it, well done.' Children broaden their vocabulary as they use new vocabulary in context, such as 'slither', 'lookout tower', 'cocoon' and 'hovercraft'. Children have lots of opportunities to explore stories as they read together and also visit the local library. This helps to promote children's literacy skills and develop a love of

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities in keeping children safe. She demonstrates a secure understanding of the signs and symptoms that may indicate a child welfare concern, including neglect, extreme views and bruising to non-mobile babies. She shows confidence in knowing when and who to refer safeguarding concerns to and the timescales required. The childminder has suitable procedures in place and attends regular training to ensure her knowledge is up to date. The childminder's premises are safe and secure.

p.3

should:

n help children to understand the impact their behaviour may have on others by providing consistent and clear expectations.

p.3

Setting details

Unique reference number 2566314 Local authority Hampshire Inspection number 10239349 Type of provision Childminder

p.4

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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She lives in Denmead, Hampshire. She offers care from 7am until 7pm all year round, apart from family holidays. The childminder holds a level 3 qualification and is in receipt of funding for three- and four-year-olds.

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 childminder. n The childminder and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability checks on household members.

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Inspection activities

21 September 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

21 September 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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