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 arrive at the childminder's eager to play. They settle quickly and confidently as they play with their favourite resources. For example, they are fascinated by the play dough and create their own imaginary worlds as they play with it. Children happily greet their friends and are excited to see each other. The childminder has high expectations for children's behaviour. There are strong, warm bonds between the children and the childminder. She models positive relationships and this is mirrored in the children's relationships. For example, children talk about sitting next to one another because it is 'kind to'. The childminder models how to be polite and to use their manners, which children replicate in their play, as they kindly ask their friends if they can join in too.

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The provision is good

Children develop into curious and keen learners through support from the childminder. She uses opportunities inspired by children's interests to extend their knowledge further. For example, when the children find a slug, the childminder discusses the trails that slugs leave as well as encouraging children to explore the curious pattern on its back. Children's curiosity and keenness to learn means they excitedly open the vegetable box when it arrives. The childminder helps children as they try and label the different vegetables as they excitedly explore the contents.

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need to do better?

n The childminder has high expectations for children's development. Her ambitious curriculum builds on what children know and can do. She has a good understanding of what she wants children to achieve next. This helps children make good progress in their learning and development. n The childminder supports children as they develop their understanding of emotions. She intertwines this into their everyday activities. For example, while reading stories she encourages the children to think about how the characters feel and the reasons for this. This helps children be able to relate the concept of feelings to things they can see. For example, children make the link that a smiling face means the person is happy. n The childminder helps children to develop resilience and a can-do attitude. She is supportive when children say they 'cannot do it' and models how to complete the tasks, such as putting a toy back together, calming and reassuring them.

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need to do better?

The childminder encourages children to have another go and then celebrates their achievements. She reminds children throughout the day of their successes, particularly when they are faced with the next challenge. n The childminder knows the children well and in particular their likes and dislikes. This helps the childminder to tailor activities to each individual. For example, the childminder creates superhero capes to accompany a planned craft activity to capture the interests of particular children. This helps children broaden their

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need to do better?

15 September 2023 interests and try new things. n Children take part in regular outings, which help to develop their understanding of the world. For example, they explore the local park, the woods and their community. This also supports their physical development, as the childminder is keen for children to be as active as possible while in her care. n The childminder actively promotes children's understanding of diversity and inclusion as they learn about each other's languages and culture. This supports children as they learn about the similarities and differences between themselves and their peers. n The childminder is keen to develop children's language skills. For example, she introduces children to new words as they play, such as antenna when they are examining a slug. However, at times, she asks questions without giving children enough time to respond. Additionally, she does not consistently repeat the

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need to do better?

correct pronunciation of words back to children. Therefore, the childminder does not maximise the opportunities to develop children's early language skills. n Parents speak highly of the childminder and comment on how loving and nurturing she is. They note that this has made children feel 'valued, respected and loved'. They explain their children thrive while with the childminder. Parents keenly note that the childminder communicates with them very regularly about their child and they feel that this brings them 'peace of mind'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her roles and responsibilities in safeguarding children. She knows the signs and symptoms that may indicate a child is at risk from harm. The childminder knows how to report concerns to the relevant local safeguarding partners. This includes knowing how to report allegations about herself or a member of her household. The childminder ensures her knowledge is up to date and she understands a range of safeguarding concerns, such as radicalisation. The childminder understands the importance of carrying out regular risk assessments to ensure children's safety. She supports children as they begin to learn how to risk assess for themselves, for example, when they are out in the woods.

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should:

n develop teaching strategies to support children's language skills, ensuring they hear the correct pronunciation of words and have time to respond to questions.

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Setting details

Unique reference number EY319573 Local authority Hampshire Inspection number 10307130 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 9 Date of previous inspection 11 December 2018

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Information about this early years setting

The childminder registered in 2006. She lives in Selborne, Hampshire. The childminder works Monday to Friday, 8am to 6pm, for most of the year. She receives funding to provide early education for children aged two, three and four years. The childminder holds an appropriate childcare qualification at level 3.

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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 provider and has taken that into account in their evaluation of the childminder. n The childminder discussed her curriculum intentions with the inspector during the learning walk. n Parents shared their views with the inspector through discussions and written feedback. n The inspector observed the childminder and children throughout the day. n The inspector sampled relevant documents and reviewed evidence of the childminder's suitability. n The childminder and the inspector held discussions at appropriate moments.

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Inspection activities

15 September 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

15 September 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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