Childminder in Portsmouth

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 happy and show they are safe and secure in the childminder's home. They enjoy chatting to her as they make pretend pancakes. Children weigh ingredients in the balance scales and talk about their experiences of eating pancakes at home. The childminder provides plenty of praise and encouragement, and babies happily play with wooden spoons to make sounds that make them smile. Children enjoy cuddling into the childminder when she reads them stories and she soothes them when they are upset.

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The provision is good

Children have a positive attitude to learning and are keen to take part in planned activities. For example, they learn about technology and about themselves as they take photographs of their experiences. Children investigate the camera and discover the flash function. They take turns to photograph each other. There is a moment of awe as the picture pops out of the camera and toddlers look amazed at the piece of paper. As children look at the photographs, the childminder helps them recall their experiences and this strengthens their memory as they remember more.

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The provision is good

The childminder understands the importance of good communication and language skills. She uses simple language for babies and toddlers and more complex sentences for pre-school children. She teaches children new words to increase their vocabulary and children make good progress in their learning.

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need to do better?

n The childminder has a strong focus on communication and language. She assesses children's language development and quickly puts strategies in place if they show any signs of delay. She speaks to parents about her concerns and refers them to outside agencies for support. This helps to close gaps in learning and development. n Parents describe the childminder as warm and friendly. They say that they receive regular feedback in person and online. Parents can see their children are making progress. They value the trips out into the local community to mix with other children. Some parents speak positively about the support they receive from the childminder and the emotional support she gives their children during times when they have to work away. n Children enjoy listening to stories. For instance, the childminder builds on their current fascinations by reading a book about dinosaurs. Parents extend this

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need to do better?

learning by taking their children to the museum and updating the childminder on the experience. This supports children to learn about the wider world. n Children display good independence and hygiene skills with the childminder's support. For example, they wash their hands before eating and cut up their fruit for snack. They chat to her about their preferred fruits and she talks about

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need to do better?

22 February 2023 healthy eating. Children recognise when they are thirsty and drink water from cups. n The childminder supports children to manage their behaviour. When children struggle to control their emotions, she quickly supports them and helps them to identify their feelings, which supports their personal, social and emotional development. n Children have opportunities to practise their physical skills. For example, the childminder considers the height of equipment to support babies to learn to stand. Babies balance well as they splash their hands in water in the tray. Older children run and play outdoors with balls and hoops. Children develop their small-muscle skills by grasping crayons to make marks, and creating detailed pictures with pens. n The childminder wants to improve her practice. However, she completes training that becomes available and does not precisely identify professional development

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need to do better?

opportunities to help her meet the specific needs of the children in here care. n The childminder supports children to be ready for the next stage in their education. For instance, she builds children's confidence and independence skills, and pre-school children follow routines well. She regularly takes children to bigger groups during the week to build their confidence in social situations. Children learn about their community, and this promotes their understanding and acceptance of people different to themselves. n Children practise their mathematical skills with support from the childminder. For instance, children practise counting. When they count out of sequence, the childminder encourages them with re-counting slowly in order. This builds on their mathematical development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her safeguarding responsibilities. She has attended safeguarding training and can identify the signs and symptoms of abuse. She knows the procedure for referring any concern to the local authority when a child is at risk of harm. She knows the course of action to take if somebody makes an allegation against herself or a family member. She recognises her role in the 'Prevent' duty and keeping children and families safe from radicalisation. The premises are safe and secure and the childminder carries out risk assessments for taking children out in the local area.

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should:

n precisely identify and engage/complete professional development opportunities that are specifically targeted to the needs of the children attending.

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Setting details

Unique reference number EY390066 Local authority Portsmouth Inspection number 10264735 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 5 Date of previous inspection 23 June 2017

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Information about this early years setting

The childminder registered in 2009. She lives in Portchester, Hampshire. She provides care Monday to Friday, from 7.30am to 4pm, all year round. The childminder accepts early education funding for three- and four-year-old children. She holds a qualification at level 3.

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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 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 Parents shared their views of the childminder with the inspector.

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Inspection activities

22 February 2023 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

22 February 2023 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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