Gilkes, Danielle Marie

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children behave extremely well. They are very respectful of each other and listen to their friend's ideas during play. The childminder is extraordinarily kind and considerate to children. This supports children to establish strong relationships with her. The childminder knows the children exceptionally well. For example, she attends to children's needs immediately when they require support. This ensures that children feel safe and secure at the setting.

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The provision is outstanding

Children make excellent progress at the childminder's setting. The childminder ensures that the activities she plans are interesting and exciting for children, inspiring them to learn. Children enjoy learning about the changing seasons. For example, during a pumpkin activity, the childminder cleverly extended the children's learning and development by using and encouraging children to repeat a rich variety of language relating to autumn. In addition, she improved their problem-solving skills by asking children age-appropriate mathematical questions, such as how to add and subtract seeds. This ensures an experimental approach to the children's learning and development and enables a deeper understanding of themes and topics.

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The provision is outstanding

Children are curious learners. For example, they learn how to build a wall by observing local builders, and they use large foam bricks to experiment with construction. They are highly focused and engaged during their play. The childminder is extremely interested in their play and cleverly extends their learning and development by asking questions that enable children to think for themselves. This ensures that children are able to think of ideas and confidently solve their own problems.

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need to do better?

n The childminder is very proactive in her approach to improving her own practice. She evaluates how to improve further her knowledge and understanding through training and research. For example, she is studying for a Masters degree and is learning to speak other languages to support children further with language barriers. n The childminder has an exceptional understanding of children. She quickly establishes children's starting points and next steps in learning. The childminder meets with children and parents at their homes and at the setting to ensure she obtains a broad and varied understanding of the children. The childminder consistently assesses children's knowledge and understanding, both when they start and every term thereafter. This strategy ensures that the childminder is highly aware of gaps in children's learning, which enables strategies to be put in place to improve outcomes for children.

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need to do better?

12 October 2022 n The childminder cleverly includes all areas of the curriculum into children's learning. She consistently provides opportunities for children to decide how they would like to learn. For example, on occasion, the childminder takes children to the cinema as a 'treat'. This approach helps children to develop a deeper understanding of characters and themes in stories. n The childminder exposes children to a language-rich environment. She enthusiastically talks to children and introduces them to new words and sounds. She cleverly uses techniques and resources, such as stories and rhyme, to inspire children to use unfamiliar words. For example, children listen with awe and interest during story-time activities. The childminder inspires the children to repeat small sentences she has modelled using rhyme and rhythm. This approach effectively builds children's confidence in communication and language

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need to do better?

skills and helps them to develop a love of books. n The childminder works effectively with schools and pre-schools. She shares and gathers key information from other settings to ensure consistency for children. She is highly aware of children's well-being. In order to make children's transitions as seamless as possible, she encourages teachers to visit children in her home and regularly attends local council 'Transition Meetings' with school staff in order to discuss individual children who are transitioning to school. This ensures strong partnerships are built and the unique qualities of children are shared. n Partnerships with parents are extremely strong. Parents highly praise the childminder. For instance, parents comment that children make excellent progress and that she is mindful of the individual needs of children. During the COVID-19 pandemic, the childminder ensured that she kept in touch with

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need to do better?

children and families. She dropped off activity packs and set up an online cookery class so that children and families could join her in making delicious foods, such as pizza. This approach ensured that the well-being of everyone was looked after and improved further relationships. n The childminder provides exceptional opportunities for children to develop their physical skills. They have consistent access to the safe and well-organised garden, where they practise skills, such as balancing on beams, and develop their fine and gross motor skills, using scissors to cut herbs. The childminder consistently encourages children to think of ways to keep themselves and each other safe. For instance, when using scissors, children are encouraged to talk about scissor safety and ensure they are holding the scissors correctly for effective use. This supports their developing understanding of how to manage their own risks.

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need to do better?

n The childminder ensures that the children learn about the world around them by taking them on day trips and encouraging their participation in cultural activities. For example, the try new foods from around the world and interact with other people from local community groups. This exposes children to diverse learning opportunities and teaches them to accept and respect other cultures.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

12 October 2022 The childminder ensures that her clean and tidy home is safe for children. She ensures the environment and resources are safe through daily risk assessments and robust hygiene practices. Children are encouraged to manage their own risks under the careful guidance of the childminder. The childminder understands the signs and symptoms of abuse and the broader elements of extremism. She confidently interacts with other professionals and understands fully the procedures to take if she is concerned that a child is at risk of harm. The childminder is proactive in ensuring her training is up to date, including paediatric first aid and safeguarding.

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Setting details

Unique reference number EY459513 Local authority Portsmouth Inspection number 10228789 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 12 Number of children on roll 22 Date of previous inspection 31 January 2017

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Information about this early years setting

The childminder registered in 2013 and lives in Southsea, Hampshire. She provides childcare most weekdays, between 7am and 6pm, all year round. The childminder receives funding to provide free early education for children aged two, three and four years.

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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 showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. 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 The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

12 October 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

12 October 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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