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 surrounded by a rich array of books, puzzles and resources. They explore the indoor provision with confidence and curiosity. They have access to an exciting, well-maintained garden with activities such as a mud kitchen, slide, swing and climbing frame. Time spent using this equipment supports the development of children's gross motor skills and provides opportunity for plenty of fresh air.

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The provision is good

Children have access to photos of trips and activities they have participated in. They are supported to reflect on the experiences they have had with family members and friends. This develops children's sense of community and awareness of others. The childminder has built strong and supportive relationships with the children. They appear settled and confident in her care. This enables them to challenge themselves during activities. Children who have previously been reluctant to engage in messy play do so with intrigue and become absorbed.

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The provision is good

Children are safe and well cared for in the childminder's home. They eat nutritious snacks and home-cooked meals. They remember what the childminder has taught them about their health. For instance, they tell the childminder that drinking water is healthy for the brain. Children develop their independence skills in preparation for starting school. The childminder supports them well with toilet training. She encourages them to tidy up after themselves and put on their coats. Children demonstrate that they can share resources cooperatively.

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need to do better?

n The childminder provides a well-sequenced curriculum. She uses her deep knowledge of the children and the 'Statutory framework for the early years foundation stage' to assess where the children are in their learning. This helps the childminder to set meaningful next steps which build on children's development. These steps are regularly reviewed and updated in consultation with parents. n Partnerships with parents are effective and well established. Parents are highly positive about the childminder's open communication and report that their children thrive at the setting. They particularly praise how the childminder has supported their children to make progress in reading, personal care routines, independence and physical development. n The childminder is highly skilled at connecting children's past experiences to their present learning. Following a visit to a farm, the childminder prints out large photos of the trip and uses these as a springboard for conversation and to

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need to do better?

support children who are developing their understanding of farmyard animals. As a result, children are able to link the knowledge gained from the childminder with what they have actually experienced at the farm.

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need to do better?

27 October 2022 n The childminder provides a language-rich environment. She frequently comments on what children are doing, offering established and relevant new vocabulary. For instance, when a child moves a toy horse around a discovery tray, the childminder models the language of position and direction. This develops children's speech and understanding. n The childminder asks children relevant questions that explore their interests. For example, when a child plays with a doll, the childminder asks effective questions that help to develop the child's understanding of their own body. However, in her eagerness to explore what children know, the childminder does not always give them enough opportunity to explore each idea. This means that children are not always given time to consolidate their knowledge. Sometimes, they are redirected away from their own important discoveries to a new point of focus. n The childminder prioritises the teaching of respectful behaviour. She believes

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need to do better?

that politeness and manners are important in developing children's social skills. She models kindness in all her interactions with the children. As a result, children develop care and respect for each other from a young age. n The childminder offers a broad range of experiences to develop children's understanding of difference and identity. For instance, children with different cultural backgrounds are supported to share food from their families' country of origin. However, although the childminder has an inclusive ethos, she has not yet demonstrated that these experiences are consistently and more deeply examined throughout the curriculum, particularly for older children. n The childminder is a reflective practitioner. She is able to adapt her practice to support the development of the children. She is quickly able to respond to changes in behaviour and update her policies to provide support for children

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need to do better?

with additional needs. The childminder communicates these changes in a timely manner to parents.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of key safeguarding messages and is able to detail indicators of the four main types of abuse. She is aware of her responsibilities under the 'Prevent' duty to protect children from radicalisation. The childminder understands how to communicate with children when they disclose information and knows who to contact if she has concerns about a child's safety. The childminder places the highest emphasis on the safety and well-being of the children in her care. She carries out regular risk assessments of her provision and activities she carries out inside and outside of her home. This enables her to take immediate and effective steps to remove or reduce risk around children.

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should:

27 October 2022 n strengthen teaching further to allow children more time to follow their own interests during activities and to process and respond to new language n extend the educational programme to provide consistent opportunities for children to develop their understanding of diversity at home and in the wider world.

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Setting details

Unique reference number 2594210 Local authority Hampshire Inspection number 10251337 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 8 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Stubbington, Hampshire. She originally registered in July 2012 but then retired. This is her first inspection since re-registering in July 2020. The childminder operates all year round from 7.30am to 6pm, Monday to Thursday, except for two weeks during the summer and over Christmas. The childminder provides funded early education for two-, 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 childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The inspector carried out a joint observation of a communication and language activity with the childminder. n The inspector looked at relevant documentation and reviewed evidence of the suitability of adults living in the home.

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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

27 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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