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 Good

p.1

The provision is good

Children are happy and enjoy playing with their friends. They talk about their favourite story and use it to develop an imaginary game. Children show excellent behaviour and use strategies they have learned to encourage taking turns. For instance, they ask the childminder to set a timer. When the timer finishes, they willingly give the soft butterfly wings to another child to continue the game.

p.2

The provision is good

Children show that they are content and safe in the childminder's care. Toddlers have a strong bond and enjoy cuddles with her. Children enjoy snuggling up close to the childminder on the sofa when she reads them stories.

p.2

The provision is good

The children develop a good attitude towards learning. The childminder helps them to remember their experiences with real butterflies and children concentrate and make their own paper butterfly. They use pencils to draw and show good fine motor skills when using scissors to cut around the shape.

p.2

The provision is good

Children find their voice as they engage in lively conversations with the childminder. Children like to chat and share news with her, such as a sibling's birthday. This leads to a discussion about the number of candles on the cake and children use their mathematical skills to count in order.

p.2

The provision is good

Children show good hygiene skills. For instance, they wash their hands before eating a healthy fruit snack and after using the toilet. The childminder supports them to practise these self-care skills independently and talks about the importance of washing their hands. The children become self-confident and learn the importance of taking care of themselves.

p.2

need to do better?

n The childminder uses ongoing assessment to plan and target what children need to learn next. For instance, she creates opportunities for children to practise sharing and taking turns with the popular dress-up outfits. This helps children to build on their personal, social and emotional development. n The childminder understands how important good communication and language skills are for children. She supports children's home language and uses some Spanish words provided by parents, such as 'leche' and 'aqua', for milk and water. This supports children to be understood when they start and during their settling-in period. n The childminder provides a curriculum that builds on children's learning and fascinations. For example, she uses real experiences to teach children about the life cycle of a butterfly. The childminder helps children to remember how they grew and developed. However, sometimes, the childminder is too quick to

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need to do better?

20 July 2023 answer her own questions. This does not give the children enough time to consolidate their thinking and formulate an answer. n Children listen to a wide range of stories read by the childminder, which helps to expand their vocabulary. She uses books to promote thoughtful conversations about good hygiene routines. Children then enjoy sharing the book with their friends and chatting about the story, which helps to strengthen their memory. n The childminder has high expectations of the children's behaviour and they begin to understand how their actions can affect other people. For example, the children use a timer to encourage taking turns and the older children willingly let the younger ones wear the butterfly wings first. n Children participate in a range of experiences with the childminder. She encourages their physical development by taking them to the local park, where they use the large play equipment to strengthen their muscles. The childminder

p.2

need to do better?

attends the local toddler group with the children, where they meet others and develop their social skills and learn about their similarities and differences. n Children's parents describe the childminder as 'caring' and say that she has built a trusting relationship with them and their children. Parents report that their children are confident and learn new words to use at home. They receive regular feedback and the childminder shares information about their children's progress on an app. n The childminder keeps her knowledge and skills up to date by regularly attending training courses. She reflects on her practice very carefully and makes changes that are beneficial to the families. For example, she provides bilingual books and stories that help to prepare children for life in modern Britain.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her safeguarding responsibilities. She is confident in identifying signs and symptoms that may indicate a child is at risk of abuse and knows to refer concerns to the local safeguarding partnership. The childminder has completed safeguarding training, including 'Prevent' duty training. She understands her role in protecting children from being exposed to radicalisation and extreme views. The childminder has a paediatric first-aid certificate and completed food safety training. She understands the importance of providing some foods cut up safely to prevent children from choking.

p.3

should:

n give children enough time to respond to questions, to help them learn to think for themselves.

p.3

Setting details

Unique reference number EY497071 Local authority Hampshire Inspection number 10301578 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 12 January 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Locks Heath, Southampton. She operates from Monday to Friday, all year round. The childminder holds a relevant qualification at level 5. She provides funded early education for three- and four- year-old children.

p.4

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 inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 July 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

20 July 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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