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 Not applicable

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The provision is good

Children have warm and loving relationships with the childminder and her assistant. They spontaneously give the childminder and her assistant hugs. Children excitedly greet their friends when they arrive. They are eager to share their thoughts, feelings and ideas with each other. For example, they talk about the people who are important to them, such as 'nanny'. The childminder encourages children to problem-solve. For example, children work out how to take the dolls out of the toy car when they become stuck.

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The provision is good

Children are encouraged to be creative and develop their role-play skills. For example, they dress up as their favourite characters, such as 'Elsa' and 'Stick Man'. The older children are kind and thoughtful as they try to include younger children in their play. They eagerly role play hairdressers as they 'straighten' the hair of the younger children, before encouraging them to have a go themselves. Children snuggle up on cushions and blankets to hear stories. They eagerly repeat their favourite phrases, such as 'That's not my train'. The childminder skilfully introduces the children to different types of emotions as they talk about how the characters might feel in the different stories as they read.

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need to do better?

n The childminder has a clear vision of what she wants children to learn. She plans a curriculum that takes into account children's interests and prior knowledge. The childminder then builds on this through a mixture of planned activities and child-led activities. n Children make good progress in their learning and development. The childminder has a strong knowledge of children and their backgrounds. This allows her to provide children with experiences that they may not have otherwise taken part in. For example, she regularly leads forest-school-inspired activities out in the New Forest for the children. n Children have a good understanding of the setting's rules and the expectations of the childminder. For example, they help to tidy up their toys after they have finished playing. Additionally, children wait patiently for their turn to wash their hands before lunch. n At times, the childminder and her assistant primarily focus their attention on the

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need to do better?

louder and more confident children. This means quieter children are not always fully included in activities. This does not fully support children in making the best possible progress. n The childminder and her assistant are keen to develop children's communication. However, at times, they do not give children time to respond to questions or extend their language further as they engage with the children. This has an impact on children's communication and language skills. For example, children

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need to do better?

24 April 2023 do not consistently hear new vocabulary. n Parents demonstrate that they are happy with the care that the childminder provides. They comment on the confidence that their children have gained. Parents explain that there is good communication between the childminder and parents. n The childminder incorporates mathematical concepts, such as counting and measuring, into children's everyday play. For example, children count the number of bricks as they build towers and then measure the height of the tower against each other to see who is taller. n The childminder ensures she carries out regular supervisions of her assistant to continue developing her practice. They work cohesively together to provide children with good-quality experiences. n The childminder ensures children have their opinions listened to throughout their daily routines. For example, children choose their own bread and filling for

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need to do better?

lunch. They develop their independence skills as they confidently make their own sandwiches with a range of fillings. Children beam with pride as they share their achievements with the childminder and her assistant. n The childminder is passionate about completing training and developing her own knowledge further to benefit the children in her care. For example, she has been completing her forest school training as well as doing her own research into topics, such as speech and language. This enhances the quality of her interactions with the children even further.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a secure understanding of their roles and responsibilities in safeguarding. They know the signs and symptoms that may indicate a child is at risk of harm. The childminder and her assistant know how to make a referral to the relevant local safeguarding partners if required. This includes knowing how to report an allegation about themselves or a member of the household. The childminder ensures the ongoing suitability of her assistant. The childminder and her assistant show a good knowledge of a variety of safeguarding issues, such as the risks concerned with county lines.

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should:

n ensure quieter children are fully included in activities to support them in making the best possible progress n strengthen interactions with children to further develop their communication and language skills.

p.3

Setting details

Unique reference number 2582151 Local authority Hampshire Inspection number 10260216 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 6 Number of children on roll 17 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She works from her co-childminder's premises in Hythe, near Southampton. The childminder works on Monday, Tuesday and Thursday, from 8am until 6pm, all year round. The childminder also works with assistants and is qualified to level 3 in early years.

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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 discussed her curriculum intentions with the inspector during the learning walk. n Parents shared their views with the inspector through written feedback provided by the childminder. n The inspector observed the childminder, her assistant and the children throughout the day. n The inspector sampled relevant documents. n The childminder, her assistant and the inspector held discussions at appropriate moments.

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Inspection activities

24 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

24 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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