Pavlovici, Rachel Elizabeth

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, safe and well cared for. They benefit from warm and trusting relationships they develop with the childminder, to support their personal, social and emotional development. For instance, children enjoy cuddles and sit in the childminder's lap as they play. They relish opportunities to choose and share favourite toys with her as they learn to play cooperatively. Children's behaviour is good. They listen and respond well to the childminder and follow the guidance she gives. For example, children tidy away toy cars as they get ready for lunchtime, and delight in the praise they receive for helping.

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The provision is good

All children, including those with special educational needs and/or disabilities, benefit from a tailored curriculum that meets their individual needs. They benefit from a variety of opportunities to hear language as they play. For instance, as children explore new shapes, the childminder teaches them the names of the triangle and circle shape. She continues to build on their learning as she talks about the differing colours, to help extend their language skills. Children concentrate and listen intently as they match shapes together. They develop good physical coordination skills, moving shapes from one hand to another with confidence. Children develop good attitudes to learning and are developing skills, which support their future learning well.

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need to do better?

n The childminder has a good knowledge of the children that she cares for. She gains a wide range of information about children's care routines, unique interests and abilities when they first start. She organises a challenging curriculum, which focuses on what children need to know or learn next. Activities and learning experiences are tailored to engage and motivate children to learn. All children make good progress from their starting points. n Children benefit from a language-rich environment, which helps to support their communication and language skills. The childminder talks to children as they play and uses good opportunities to introduce new language to them. Where children need additional support with communicating their wants, needs and wishes, the childminder tailors her teaching well. For example, she uses good eye contact and smiles, encouraging children to communicate. Where children find it difficult to express their needs, the childminder uses visual prompts to

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need to do better?

support their communication. n The childminder takes a professional approach to building on her knowledge and skills. Together with her assistant, she completes mandatory training, such as in first aid and safeguarding, to ensure that their knowledge is current and up to date. However, the childminder is yet to focus her professional development on extending her teaching knowledge and skills, to enhance the support for

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need to do better?

7 March 2023 individual children's learning, based on their particular needs. n Partnerships with parents and other professionals involved in children's care are good. The childminder shares information about children's care, activities and overall progress regularly. Strategies used to support children are shared by other partners, to provide a consistent approach to supporting their learning and care. However, the childminder recognises that there is more she can do to work more closely with parents, to share a greater range of information on children's learning, and support home learning more consistently. n Children develop good attitudes to learning. They concentrate well and persist when some activities are more challenging. For instance, as children organise cars into their matching garages, they take time to organise them in the correct order. They turn the boxes over and around to ensure they are correctly

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need to do better?

positioned to enable them to park their cars in order. The childminder recognises and supports children's desires to follow their own learning, and uses good opportunities to challenge their learning. n Children form good attachments to the childminder. They seek comfort and reassurance from her, such as when they rest their heads on her shoulder and seek a cuddle. The nurturing childminder has a good understanding of how children learn to self-regulate, skilfully supporting children to develop their personal, social and emotional well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her duty to protect children in her care. She has a good knowledge of the signs and symptoms that may indicate a child is at risk of harm or abuse. The childminder has a good understanding of the local procedures to follow in the event of concerns about the welfare of children. She knows the procedures to follow in the event that an allegation is made against her or a member of the household, including how to report these to the relevant agencies promptly. The childminder supervises children in her home, and on outings. She ensures that children are supervised when eating, to promote their physical welfare.

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should:

n focus professional development more precisely on gaining skills and knowledge that can be used to enhance the support for individual children's learning, based on their particular needs n strengthen partnership working with parents to share even more information about children's learning and how parents can continue this at home.

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Setting details

Unique reference number EY463229 Local authority Hampshire Inspection number 10281836 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 6 Number of children on roll 7 Date of previous inspection 4 December 2018

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Information about this early years setting

The childminder registered in 2013. She lives in Blackwater, Hampshire. The childminder operates Monday to Friday, from 7am to 7pm, for most of the year.

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Inspection activities

n This was the first routine inspection the childminder had 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 provision. 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 childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and children.

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Inspection activities

7 March 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

7 March 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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