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

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The provision is good

Children and their parents are greeted by the childminder when they arrive. She uses information shared by parents to settle their children by, for example, talking to a child about a recent family holiday. Children have strong bonds with the childminder. They call her name, and she is attentive to their needs. Toddlers use her for emotional support when they struggle with their feelings. She gives them cuddles and helps them to feel safe.

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The provision is good

Children show good attitudes to learning and concentrate intently on activities in the big tray outside. The childminder encourages them to recall the story about the tiger and to make a pretend cup of tea. Toddlers enjoy pouring the milk and water into a cup and exploring tea bags to make their pretend drink. The childminder wants all children to achieve well and understands the importance of teaching children new words and concepts. For instance, during their play, she talks about a dripping teabag. The children repeat the word dripping and try to recreate the same experience.

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The provision is good

Children control their excitement and wait patiently for their turn to use the foaming soap. The childminder has high expectations of their behaviour and models how to be patient and helpful. Children show good behaviour, help each other and work together to create piles of foam for their play.

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The provision is good

Children have good hygiene skills. The childminder uses a sequence of learning to support these skills. For instance, she helps toddlers to wash their hands, and two- year olds listen to and follow her instructions. Pre-school children wash their hands independently before eating and after using the toilet.

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need to do better?

n The childminder makes good use of assessments and knows what children need to learn next. She has identified that some children need more support to learn to share. As such, she has planned activities to support this. For example, she sets up activities that encourage turn taking, and toddlers learn to share cups and scoops during their play. n The childminder talks about developing children's confidence and independence. She describes how she achieves this by using 'mini responsibilities for little people'. This builds confidence in what they can do before moving on to their next steps. For example, children make their own sandwiches at lunchtime. Two-year olds insist on spreading the butter on their bread by themselves. Children have high levels of self-confidence and very good independence skills. n Parents praise the high standard of care the childminder provides for their children. They talk about regular updates on their children's progress and how

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need to do better?

2 August 2023 they extend this at home. Parents of children with special educational needs and/or disabilities (SEND) report that the childminder works with external agencies to support their children's learning and development. n Children show good attitudes towards learning. They maintain their concentration and explore unusual objects. For instance, children want to open and examine the inside of tea bags during an activity, and they want to take time to explore the different musical instruments. However, sometimes, the childminder does not give them enough time to explore and think. This means that children do not always have the opportunity to fully develop their play ideas. n The childminder talks to the children about diversity and uniqueness. For instance, when children recall their game of acting as hairdressers, she tells them about a friend with a disability who overcame adversity. This promotes a

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need to do better?

thoughtful conversation about differences in people. Children begin to understand what makes them and others unique. n The childminder works effectively with external agencies to support children and their families. For example, she communicates regularly with the children's key person at pre-school. She follows the advice of speech therapists and uses specialist resources to support children with SEND. This helps to close any gaps in learning and prevents children from falling behind. n Children learn more about the world through the experiences the childminder provides for them. They regularly visit the library, listen to stories and learn new songs during rhyme time. The children remember seeing tigers at the zoo with the childminder. These events support children's learning, and they talk and reflect on the visit. n The childminder talks about updating her qualification. She shows a good commitment to keeping her first-aid training, and other mandatory training, up

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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 knows the signs that may indicate that a child is at risk of abuse. She is clear about her role in referring to local safeguarding partners. She knows what action to take if someone makes an allegation against her or a family member. The childminder recognises the importance of carrying out a risk assessment to check the suitability of her new premises for children. She is vigilant in identifying and addressing risks. She understands her role in accordance to the 'Prevent' duty guidance to protect children from radicalisation and extreme views.

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should:

2 August 2023 n provide consistent opportunities for children to follow their interests and try out their ideas.

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Setting details

Unique reference number EY493113 Local authority Hampshire Inspection number 10301650 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 6 Date of previous inspection 23 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in North Baddesley, Hampshire. She provides care for children Monday to Wednesday, 7am to 6pm, and Thursday, 8am to 5.30pm, for most of the year. The childminder is in receipt of early years education funding for children aged three- and four-years old.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision. n The inspector observed the interactions between the childminder and children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 August 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

2 August 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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