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 are greeted warmly by this childminder. They are confident and quickly engage in a variety of activities that support their learning. Children enjoy chatting to the childminder. She supports their communication and language development by adding new words and models language well. For example, when a toddler says 'car', she extends the sentence to 'a green car'. Children display good behaviour and are sensitive to the needs of others. They enjoy watching the family pet kitten play and the childminder supports them to gently touch it.

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The provision is good

Children enjoy sharing books with the childminder. They feel safe and secure and happily cuddle into her for stories. She reads in a way that excites and engages them. Children show delight when she reads their favourite stories and they can anticipate what comes next.

p.2

The provision is good

Children have good hygiene and wash their hands before eating snack. The childminder supports toddlers with handwashing, teaching them to rub their hands together with the soap. They enjoy the feeling and play with the water and watch spellbound as it disappears down the drain. Children display good independence skills and recognise when they are thirsty and hungry. They enjoy a healthy snack of fruits and vegetables and use their own water bottles.

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need to do better?

n The partnership with parents is good. Parents talk about their children developing a love of reading with the childminder and how they extend this at home by sharing books. Parents are happy with the feedback they receive about their children. They can see their children are happy and confident in her care. The childminder gathers information from the parents when their children start. She uses this to find out what children already know and then plans for the next stage of their learning. n The childminder has focused on her teaching of mathematics. Young children enjoy playing with animals and place them in size order. She supports their development by talking about 'big' and 'little'. She also takes this opportunity to count together 'one, two, three, four.' The childminder supports children's thinking and reasoning skills. For example, as children try to fit several animals into a toy car, she says 'maybe, one behind the other or side by side.' The

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need to do better?

children try both options and decide which they prefer. n The childminder provides a well-organised environment that supports children's learning and development. This helps children to remember where things belong. For example, before nappy changing, toddlers quickly find the changing mat in the draw, lift it out and are keen to return it after it has been cleaned. They know the sequence of actions that supports their personal needs.

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need to do better?

23 November 2022 n The childminder provides focused activities that increases children's concentration. For example, when using play dough, children are encouraged to try a variety of cutters and tools. Children become fascinated with the rolling tools and making holes in the play dough. However, the childminder rushes, and is not fully effective in allowing children more time to explore, investigate and make their own choices and develop their own ideas. n The childminder understands the importance of physical development. She takes children on daily walks with her dog to the local park to help them practise running and climbing. Children enjoy playing in the garden. Toddlers find their shoes and are keen to put them on. The childminder encourages them as they work together and praises them when they have finished. Children display a sense of pride from achieving tasks they set out to complete. n The childminder promotes diversity by using books and resources that help

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need to do better?

children learn about the wider world. She takes children to toddler groups where they meet other children and adults. This supports children to learn about similarities and differences in their local community and prepares them for a life in modern Britain.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities to keep children safe. She attends safeguarding training. She knows the signs and symptoms of abuse and what to do if she becomes concerned about a child's welfare. She is aware of her responsibilities under the 'Prevent' duty and how to escalate concerns to ensure children are kept safe. She knows the procedure to follow if there is an allegation about herself or another household member. The childminder completes a risk assessment of her environment and ensures it is safe for children to attend.

p.3

should:

n give children more time to explore their own ideas, to deepen their participation in activities and extend their learning.

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Setting details

Unique reference number 112881 Local authority Hampshire Inspection number 10228162 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 25 January 2017

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Information about this early years setting

The childminder registered in 1997. She lives in Holbury, Hampshire. The childminder cares for children each weekday, all year around. She holds a relevant childminding qualification.

p.4

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 they are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

23 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

23 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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