Childminder in Hampshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

The childminder regularly looks after four children under three-years-old. On the day of the inspection, she was not able to demonstrate that she was able to meet all the children's individual needs. For example, her strategies for promoting positive behaviour were not effective, and she was unable to maintain her high expectations for children's learning. This impacts on the support and attention all children receive.

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The provision requires improvement

Overall, children make progress in their learning. However, the childminder does not sharply target the gaps she identifies in their development. This means children are not making as much progress as they could. Despite this, children are happy and have fun at the childminder's home and eagerly join in the many activities she offers.

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The provision requires improvement

Children enjoy the warm and welcoming environment. They make good bonds with the childminder who is calm, chatty and a willing partner in their play. She introduces games into care routines, such as tickling a young child's tummy when taking off their jumper. This develops children's self-esteem and social interactions.

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The provision requires improvement

Children are confident and independent in the setting. For example, older children lift down the tray of drink bottles so younger children can have a drink. Children know which bottle is theirs and confidently select it. They receive encouragement to peel fruit and pour their own milk at snack time. Younger children learn to use an open cup and older children use the toilet on their own. They are developing their independence skills well.

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need to do better?

n The childminder finds out about each new child's strengths and interests from parents. This helps her to understand the support children need to settle quickly into the setting. The childminder has a clear understanding of children's learning and care needs. However, on the day of the inspection, when disruptions occurred, these identified needs were not fully considered. The childminder reviews children's progress and discusses this with parents. She knows when and how to access more support if needed. n Parents value the open and friendly conversations held with the childminder at drop off and collection. They notice progress in their children, such as a growth in confidence. The children talk to their parents about experiences at the childminder's home. Parents love the environment the childminder offers and the emphasis on play. n The childminder develops children's love of books and stories. Children huddle

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need to do better?

around her cosily to share a story. The childminder discusses the pictures with

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need to do better?

29 November 2022 the children, taking opportunities to develop children's knowledge. For example, she explains that the carpenter in the story is a man who works with wood. She provides a range of books, including those with textures. The childminder describes and names the different surfaces, such as 'bumpy', 'smooth' and 'rough'. n The childminder reminds children how to behave. For example, she reminds them to 'be kind' and supports younger children to say 'no, thank you' to an older child when he becomes too boisterous. However, the interventions made by the childminder are not always effective in reducing challenging behaviour. For example, when a child is told he cannot have 'treats' for snack, he shouts and cries for some time, which disrupts the play of other children. n The childminder encourages the children to use their senses to investigate resources. Children explore textured Christmas baubles and spontaneously

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need to do better?

stroke the different surfaces with their fingers. They hold materials close to their face, wrinkling their noses as they smell imitation snow and wooden pencils. The childminder provides frequent messy-play activities to increase children's sensory experiences. However, some activities are too challenging for some children. They do not take account of the skills needed to complete more difficult tasks. For example, when the childminder gives children crackers to pull, they lack the confidence and strength to pull the cracker apart. n Children enjoy music and songs. They love pressing the sound buttons on a book, and dancing to songs. They repeat the characters' phrases with joy, such as Santa's 'Ho, ho, ho!' They join in with pride as the childminder sings favourite songs, showing they know the words and actions and are confident to join in. n The childminder supports children's curiosity well. She effectively provides

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need to do better?

experiences that encourage children to explore. Children look through the glass table to see their hand underneath. They are fascinated by a snow globe, which they return to repeatedly. They are captivated when the childminder provides a battery-operated scuttling spider. When the spider scuttles towards the children, they call to each other to run away laughing with delight. This develops their social play as they look for each other to share the fun experience. n The childminder successfully introduces mathematics into children's play. For example, young children build a tower and repeat back numbers as the childminder counts each brick. n The childminder uses social media and other childminder contacts to keep up to date on current early years affairs. She liaises with other early years settings when children transition to and from her setting. The childminder completes training to maintain and develop her knowledge, for example, on issues like child

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder recognises the signs and symptoms of neglect and abuse. She undertakes training to maintain up-to-date knowledge of safeguarding children. The childminder knows how to respond to incidents and disclosures from children.

p.3

Safeguarding

29 November 2022 She understands her responsibility to investigate issues with parents and report concerns to the correct agency. The childminder is aware of the 'Prevent' duty and her duty to be vigilant about radicalisation. She knows what to do and where to report if she has concerns about the conduct of an adult who cares for children. The childminder effectively risk assesses her setting in order to keep children safe. She checks the identification of visitors to the premises and has a written visitors' log.

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Due date

ensure that there are appropriate arrangements to meet the learning and care needs of individual children, particularly when the usual ratios are exceeded. 26/12/2022

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should:

n improve strategies to promote positive behaviour, and to develop children's levels of self-control n review and improve the planning of the curriculum to more precisely reflect the learning needs of individual children.

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Setting details

Unique reference number 2592120 Local authority Hampshire Inspection number 10251271 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 4 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2020. She lives in Andover, Hampshire. The childminder operates on Monday, Tuesday and Wednesday, all year round. She holds a relevant level 4 qualification.

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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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector considered the views of parents, expressed in writing. n The inspector observed a group activity and discussed with the childminder how the curriculum had been implemented, and the impact that this had on children's learning.

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Inspection activities

29 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

29 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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