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

The childminder is kind and nurturing in her approach. She builds strong bonds with children and responds to their needs with kindness and respect. Children show that they feel happy and secure in the homely environment. For example, they confidently choose their own cup and bowl ready for breakfast. The childminder gives children her full attention. Children excitedly tell her about their achievements, such as sleeping through the night. She offers lots of praise and tells them that she is 'very proud'. This helps children to feel positive about themselves.

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The provision is good

The childminder offers a good range of activities and toys to support her ambitious curriculum. She purchases new resources to extend children's interests further. For example, children show great excitement as they discover a new dolls' highchair. Children enjoy their time playing in the garden. They play together and spend copious amounts of time exploring the water tray. The childminder is always nearby to offer support and to minimise risks during play. Children behave well. The childminder is a good role model and supports children to understand behavioural expectations. For instance, when children have minor disagreements, she is calm and patient when explaining how to be respectful of others' play. This supports children to develop respect and negotiation skills.

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need to do better?

n The childminder has a well-sequenced curriculum. She follows children's interests to build on what they already know and can do. The childminder uses observations and assessments to ensure that all children make good progress. She also completes required progress checks on children aged between two and three years old. This ensures that any gaps in learning are swiftly identified. n The childminder has a positive approach to her continuous professional development. She has completed training courses, such as therapeutic play. The childminder recognises that she would benefit from training to further support children with special educational needs and/or disabilities. n Children have a positive attitude to learning. They concentrate for extended periods of time. Children explore a range of materials to build on their creative skills. For example, they use different mark-making tools and spend time peeling

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need to do better?

stickers to create pictures. This helps to develop the small muscles in children's hands, in preparation for early writing. n The childminder teaches children to manage their self-care skills and to become independent. For instance, before mealtimes, older children know to wash away the germs on their hands. Younger children receive lots of support and praise. They attempt to change themselves into dry clothes after water play. These experiences help children to develop good independence skills. n The childminder weaves mathematics into children's play and activities. For

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need to do better?

7 November 2023 example, she encourages older children to learn about colours and to follow patterns. Younger children count along with the childminder, for example, as they line up trains. She challenges them to count beyond five. As a result, children are keen to try and practise counting during their play. n The childminder models language well. She speaks positively to children and repeats any incorrectly pronounced words. Children listen to the thought- provoking questions that the childminder asks them. She gives them plenty of time to think and respond. For example, children consider the different ways to build train tracks. They use words such as 'connect' and 'longer' as they try. This helps to support children's developing vocabulary. n Children engage in a wide variety of enjoyable experiences in the local community. The childminder takes them to regular childminder groups. They engage with children of similar ages. Children visit places of interest, such as

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need to do better?

local parks and the forest. These experiences teach children social skills and an understanding of the world around them. n Partnerships with parents are good. Parents are happy with the support their children receive from the caring childminder. She shares photos of activities and experiences that children enjoy. The childminder communicates with other settings that children attend. This supports the continuity in their learning and development. However, the childminder does not always share precise information about next steps in learning with parents. This means that learning cannot always be extended at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure knowledge and understanding of safeguarding and child protection. She identifies signs that may indicate children are at risk from harm. She has a secure knowledge of local safeguarding partnerships and knows how to refer a child she has concerns about. The childminder knows the procedures to follow if an allegation is made against herself or another household member. The childminder undertakes regular risk assessments to identify and address potential hazards, to promote children's safety.

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should:

n review and improve ways to share information about children's next steps with parents so that learning can be fully extended at home.

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Setting details

Unique reference number EY500197 Local authority Hampshire Inspection number 10311060 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 15 Date of previous inspection 9 May 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Southampton, Hampshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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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 she ensures they are safe and suitable. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had 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

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

7 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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