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 Requires improvement

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The provision is good

The childminder provides children with a warm, welcoming and nurturing environment. Children demonstrate trusting and positive relationships with the childminder and her assistant. As a result, they seek them out for comfort, play and praise.

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The provision is good

Children explore the range of activities and play experiences on offer through a broad and ambitious curriculum. They are confident to self-select activities and lead their own play. For example, children independently explore sounds they can make with a variety of musical instruments. Children show curiosity as they listen and watch the assistant model how to use them. They keep trying until they are successful in making their own sounds. They smile proudly as the assistant praises their efforts, which helps to promote their self-esteem.

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The provision is good

Children's behaviour is good. The childminder acts as a positive role model and has a calm and nurturing approach. Children listen to simple instructions and are calmly guided to resolve any minor altercations with gentle reminders for 'kind hands'. Children are happy and enjoy seeking out friends to play with. They share, take turns and begin to contribute their own ideas through play. Babies watch young children and begin to copy them. For example, young children encourage babies to help at tidy-up time. When the babies successfully copy, the other children are proud as they celebrate with them. This promotes children's positive sense of well- being.

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need to do better?

n Children benefit from a well-thought-out curriculum that covers all seven areas of learning. The childminder considers children's unique personalities and interests. As a result, children are enthusiastic and become engrossed in their play. The childminder knows the children well. She plans for next steps in the children's learning, building on what children can already do and what they need to learn next. This enables children to make good progress. n New children quickly form secure attachments with the childminder and her assistant. The childminder is flexible when children start, offering tailored settling-in sessions. She works closely with new children's parents to find out about their learning needs, routines and care needs. This enables her to be knowledgeable about children's starting points and meet children's individual needs. This supports children's personal, social and emotional development.

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need to do better?

n Children have opportunities to develop independence in a range of ways. For instance, they freely choose toys to play with and learn to feed themselves during mealtimes. However, at times, the childminder and her assistant complete tasks for the children without providing opportunities for them to try

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need to do better?

19 April 2023 for themselves, such as putting their own shoes and coats on. In addition to this, the childminder does not always fully consider children's capabilities. For example, during mealtimes, children who are beginning to drink from open cups at home are not given the opportunity to do so with the childminder. This prevents children from developing even higher levels of independence and self- help skills. n The childminder recognises that children's language and communication skills are important. The childminder and her assistant successfully narrate children's play, model language with clear pronunciation and repeat words. They hold meaningful back-and-forth conversations with children and introduce them to new words, such as 'castle', 'strong' and 'squeeze'. This supports children's language development effectively. n Children gain good physical skills. The childminder understands the importance

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need to do better?

of small-muscle development. For example, children complete chunky pegboard puzzles, taking time to twist and turn each piece until it fits. Children benefit from daily access to the outdoors where they can safely run, throw and kick balls. However, children are not given the opportunity to learn about keeping themselves safe. For example, the childminder asks children not to play on the steps or with the door, but does not explain why. n Children have first-hand experiences of different cultures and diversity that help them to value one another. For example, parents share the events they celebrate, such as Chinese New Year. Children experience these events through learning words in other languages, sampling food and exploring cultural objects. n The childminder demonstrates a sound understanding of how to support children with special educational needs and/or disabilities (SEND). She is aware of her

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need to do better?

responsibilities and has experience of working with outside agencies. This helps to ensure that children with SEND receive targeted support to make good progress. n Parents speak fondly of the childminder and her assistant. They report their children have made good progress and talk about how children have 'grown and flourished' since attending.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure knowledge of safeguarding and child protection. The childminder ensures her assistant also has a secure knowledge of child protection. They understand how to refer children if they have a concern for their safety. They also know the procedure to follow in the event of an allegation being made about the childminder, her assistant or a member of her family. The childminder has acted since the last inspection to ensure that fire escapes are clear to ensure children's safety in the event of evacuation. Children are well supervised, including at mealtimes.

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should:

n maximise opportunities for children to develop their independence to help them move on to their next stage of learning n help children to identify and manage risks for themselves to better support their understanding of how to keep themselves and others safe.

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Setting details

Unique reference number 2614134 Local authority Hampshire Inspection number 10242814 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 5 Date of previous inspection 26 April 2022

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Information about this early years setting

The childminder registered in 2020 and lives in Fareham, Hampshire. The childminder holds a level 6 qualification in early years. She offers care for children from Monday to Friday, 7am to 6pm, for most of the year. The childminder works with an assistant.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and 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 childminder and inspector carried out a joint observation during a planned activity. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder, assistant and children. n Parents shared their views of the provision with the inspector.

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Inspection activities

19 April 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

19 April 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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