Tracey Samantha Dunning

Overall effectiveness Good

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

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The provision is good

Children benefit from a warm, nurturing home-from-home environment. They have strong bonds with the childminder and her assistants and feel safe and secure in their care. Babies show high levels of curiosity and explore the resources with interest. They select objects from the treasure basket, turn them and shake them, exploring different sounds. Older children are highly imaginative and take on different characters during role play. They pretend to be doctors and hairdressers and show good relationships with their peers. When small disputes occur, the childminder sensitively helps children to understand and develop their skills in sharing and taking turns.

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The provision is good

Children show good independence skills for their young age. They understand how to prevent the spread of germs and cover their mouths when they cough. Children help move chairs to the table at snack time and hand out cups to their friends. They show a positive attitude to healthy food choices and actively discuss the different tastes and textures of the delicious fruit they are eating. The childminder and her assistants seize opportunities such as these to build on children's developing vocabulary.

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The provision is good

The childminder supports children with special educational needs and/or disabilities highly effectively. She works closely alongside other professionals to ensure those children that have identified gaps in their learning receive the support they need swiftly.

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need to do better?

n The childminder offers children a wide range of stimulating activities. She accurately assesses their learning and discusses their next steps daily with her assistants. For instance, children select different tools to roll, cut and manipulate play dough. This helps to build on the muscles in their hands and fingers. However, on occasion, the childminder does not use what she knows about the children to consistently extend their learning. For example, she does not always consider how to challenge those quieter children, to ensure they fully engage and benefit from the learning experiences provided. n The childminder and her assistants support children's speech and language development well. For example, children delight in making pumpkin potions and have great fun experimenting with materials, including vinegar and baking soda. They watch the changing textures with enthusiasm and use new words such as,

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need to do better?

'bubbling' and 'fizzing.' The childminder speaks clearly to children and uses repetition of language to help them say words correctly. n The childminder and her assistants are positive role models. They implement highly effective behaviour management strategies, which support children to

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need to do better?

20 October 2022 understand right from wrong from an early age. Consequently, children show kindness and compassion to others. For example, they offer comfort to their younger peers when they become unsettled and hand them toys of interest. Children receive consistent praise and encouragement from the childminder, which boosts their confidence and self-esteem. n The childminder promotes children's health and well-being highly effectively. She provides children with well-balanced nutritious meals and ensures they have opportunities for fresh air every day. Children actively discuss their yoga sessions and why they need to take regular exercise. Their laughter fills the air as they jump through hoops and into puddles in the garden. n The childminder effectively promotes children's knowledge of their local community and the wider world. For instance, children delight in bus rides to the library and enjoy outings to the local fire station. Children enjoy walks to the

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need to do better?

woods and the river, where they learn how to stay safe around water. n Partnerships with parents are strong. The childminder spends time learning about children's abilities, care and welfare needs before they start at the setting. She gets to know families well and involves parents in their child's learning right from the outset. This supports continuity in their ongoing progress. Parents are very complimentary about the childminder and her assistants. They make positive comments on the high levels of support the childminder provides and are extremely happy with the progress their children make. n The experienced childminder provides her assistants with regular supervision and training opportunities to help build on their skills and knowledge. She regularly evaluates the setting to drive improvement and helps maintain the highest possible standards for all children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection. She ensures her assistants update their safeguarding knowledge frequently, such as through regular training. The childminder knows who to contact if she has any concerns about an adult or the welfare of a child. She has robust recruitment and vetting procedures in place to ensure that her assistants are suitable to work with children. The childminder builds on children's awareness of personal safety, such as how to help prevent them from having accidents. For instance, she gives them explanations as to why they need to tidy away toys, so they do not trip or fall.

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should:

n use information gained from assessment more precisely to target what children need to learn next, with a particular focus on providing more challenge for

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Setting details

Unique reference number EY470837 Local authority Hampshire Inspection number 10228858 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 27 Date of previous inspection 21 February 2017

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Information about this early years setting

The childminder registered in 2014. She lives in the Eastleigh area of Hampshire. The childminder employs three assistants, although she only works with two of them each day. She operates her service from Monday to Thursday, from 8am to 5pm, throughout the year. The childminder holds a relevant childcare qualification at level 3. She receives funding to provide free early education for three- and four- year-old children.

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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 her evaluation of the setting. n The childminder and the inspector carried out a learning walk together. This helped the inspector to understand how she organises the early years provision and the curriculum. n The inspector observed the quality of education, indoors and outdoors, and assessed the impact of this on children's learning. n The childminder and the inspector carried out a joint observation. n The inspector spoke with children and the childminder's assistant during the inspection and took account of their views. n The inspector sampled documentation, including evidence of suitability and children's records. n Parents' views were taken account of by the inspector.

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Inspection activities

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

20 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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