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 enjoy coming to this inclusive and nurturing setting. They are greeted positively by the childminder, co–childminder and assistant, who know the children and families well. Children have a wide variety of resources to choose from and settle quickly to play alongside familiar friends.

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The provision is good

Children are highly supported and benefit from the time given to them while being encouraged to have a go. For example, they are shown how abacus counters work and are encouraged to try for themselves. They delight when they make the counters move after trying several times and are praised highly for their achievements. Children are treated with kindness and care. They are encouraged to join in activities together. Children are provided with sensory play opportunities to build on their growing language development. They discover new words, such as 'squeeze' and 'crunch', and enjoy using these later in their play.

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The provision is good

Children display a high level of engagement towards their learning and enjoy sharing their successes. For example, children focus to match shapes in puzzles and clap excitedly when they finish. They listen intently to stories together and are polite and considerate to each other during play. They have warm relationships with staff, and staff role model how to be good friends.

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need to do better?

n The childminder has a clear vision for the setting and is passionate about teaching children to be independent. She supports the co-childminder and assistant positively. Communication between them is strong during the session. They reflect daily and adapt activities to meet children's needs. The childminder reflects on her practice positively and identifies areas to improve on. However, the childminder does not always prioritise professional development opportunities to continue developing her skills. n The childminder creates an engaging curriculum around children's interests and builds on their previous learning. Stories are used to introduce new learning ideas along with sensory play to add to the experiences. For example, children use real hay in farmyard small-world play. The childminder asks good questions for children to develop their ideas. However, she does not consistently provide the most able children the opportunity to challenge their ideas further to help

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need to do better?

them make the best possible progress. n Support is actioned promptly by the childminder for children with special educational needs and/or disabilities. She works well with families and the relevant agencies and, as a result, children receive timely support and continue to make progress. n Children sit together to share mealtimes with staff and enjoy choosing what they

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need to do better?

30 September 2022 would like from the healthy food on offer. They wash their hands and talk about the importance of this before eating. They independently find their drinks during play and are encouraged to drink to stay healthy. They enjoy time in the garden, running and playing games together as they confidently create role-play games. n Children are happy learners and enjoy discovering as soon as they arrive. They work together to solve problems and support each other. For example, they help their friends find a toy that has become stuck under the furniture and they work out how they can get it out. n Children behave well in the setting and share toys positively with their friends. Together, they create 'golden' behaviour rules as part of their learning about British values. They learn to respect each other and to value their free choice. n Partnerships with parents are positive. Parents describe feeling happy with the

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need to do better?

level of care provided and enjoy the daily information they receive about children's progress. They share that they enjoy how homely the setting is and that their children have settled quickly and happily. n The childminder uses information from parents to effectively support new children and, as a result, children settle quickly. Children have a close bond with the childminder. They feel at ease to seek comfort and support when needed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge and understanding of her responsibilities to keep children safe. She knows the signs that may raise concerns about a child's safety and welfare. She has completed training and has secure procedures to follow in the event that she is concerned about a child. The childminder also knows who to contact in the event that she has concerns about another adult's suitability. She regularly checks the premises and ensures it is safe. She regularly completes fire drills. There are clear procedures for keeping children safe on outings.

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should:

n provide more challenging opportunities for the most able children to extend their play and ideas n develop further opportunities to learn more about children's learning and development to support children's progress.

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Setting details

Unique reference number 2565027 Local authority Hampshire Inspection number 10249066 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 0 Number of children on roll 25 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She provides care from the home of another registered childminder, in Fareham, Hampshire. She works with this co-childminder and employs a number of assistants. The setting is open Monday to Friday, from 7.30am until 6pm, all year round.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder and inspector completed a learning walk and talked about the childminder's intention for children's learning. n The inspector carried out a joint observation of the childminder during an activity. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector observed interactions between the childminder and children.

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Inspection activities

30 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

30 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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