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 Good

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The provision is good

Children behave well and demonstrate that they feel safe. They have formed secure relationships with the kind and gentle childminder. They approach her for a cuddle when they need reassurance. Children curiously explore the richly resourced provision and independently select resources to use. They use their imagination in play and recreate familiar experiences. Children are happy and confidently interact with the childminder.

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The provision is good

Children are exposed to a variety of learning opportunities through days out to local areas. They regularly visit the local parks where they learn about their community, and they learn how to swim at the local pool. Children develop an understanding of how to look after their needs in the future. For example, the childminder provides opportunities for them to experience real-life situations at a role-play centre. They learn that adults use money to pay for shopping and enjoy pretending to be various roles, such as firefighters, airport staff and newsreaders.

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The provision is good

Children have good opportunities to learn about the world. The childminder supports their learning and development through activities which are inspired by the changing seasons. For example, children learn about local wildlife, such as hedgehogs, and use that knowledge to capture the animal's unique qualities, using natural materials they have collected to create artwork.

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need to do better?

n The childminder supports children well as they move from home to her provision. She provides trial sessions to ensure that children and families are happy. Children develop good emotional attachments to the childminder. n Children have daily opportunities for exercise and fresh air, which supports their good health and well-being. Children develop good physical skills through walks to the local park and activities to develop fine motor skills. n Partnership with parents is good. The childminder keeps them informed about their children's day through messages and at collection time. Parents comment that children are 'treated like one of the family' and that they are 'having a great time'. During the COVID-19 pandemic, the childminder ensured she remained open to support children and families and offered online cooking activities for children who did not attend, to support their health and well-being. The

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need to do better?

childminder has established secure links with schools and supports children and families with their transitions. She shares information about children with permission from parents when required. n The childminder provides a stimulating environment. Children have access to toys and resources in labelled boxes. She has ensured that younger children are able to understand what is in the box by including a photo of the toys inside.

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need to do better?

7 November 2022 This ensures that all children have opportunities to self-select. However, she does not always challenge toddlers to develop their concentration levels and extend their learning. n Overall, the childminder promotes children's developing communication and language skills. She initiates conversation with children and introduces them to new words. However, she does not always consistently provide time for children to share their own knowledge, think their ideas through and respond to questions they are asked. n The childminder knows the children well. She finds out what they know and can do through parent discussions and observations. The childminder shares next steps for children's learning with parents to ensure continuity for children. n The childminder supports children to gain an understanding of diversity. Children enjoy learning about different cultures. For example, children created a string of

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need to do better?

lights to celebrate Diwali, the festival of lights. This helps children to develop respect and tolerance for people with different faiths and beliefs. n The childminder keeps her own knowledge and skills up to date through training. For example, she has attended training in de-escalation techniques to defuse potential conflicts and prevent them from getting worse. This further helps to create a calm and safe environment for children. n The childminder supports children with special educational needs and/or disabilities well. She quickly identifies when they require support and signposts parents to the relevant professionals. At times, she attends appointments with parents to provide extra support. This further improves outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge and understanding of safeguarding policies and procedures. She has a good understanding of all children's needs and is able to recognise the signs and symptoms of abuse and broader areas of safeguarding, such as radicalisation and extremism. She knows what to do if she is concerned about a child's safety. The childminder works well in partnership with parents to keep children safe and teaches children how to stay safe. For example, on trips, she ensures that children are aware of safety procedures, such as where to go for help. She educates children and families about internet safety.

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should:

n develop ways to challenge toddlers to develop their concentration levels and extend their learning n allow children more time to share their own knowledge, think their ideas through and respond to questions they are asked, to maximise their learning.

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Setting details

Unique reference number EY417681 Local authority Hampshire Inspection number 10228539 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 2 Number of children on roll 2 Date of previous inspection 3 February 2017

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Information about this early years setting

The childminder registered in 2010. She lives in Gosport, Hampshire. The childminder provides care from 7am to 6.30pm on Monday and Thursday, and from 7.30am to 2pm on Saturday, throughout the year.

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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 childminder. 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 The inspector spoke to children to find out about their time at the setting. 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 request.

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Inspection activities

7 November 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

7 November 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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