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 are happy with the nurturing childminder. They settle quickly as the childminder establishes consistent routines. Children acquire self-care skills by practising them, such as taking off their coat and shoes before entering the playroom. Children confidently approach the childminder and form affectionate bonds with her. This shows they feel safe and secure. The childminder has high expectations for behaviour. She consistently reminds children of safety rules. This helps them to manage risks themselves, such as remaining sitting when eating and drinking.

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The provision is good

The childminder uses close observations and ongoing discussions with parents to help her recognise when children may have special educational needs and/or disabilities (SEND). Children who display speech delay show an improvement when they follow the childminder's clear instructions. This is evident when the childminder communicates with them in a variety of ways, such as using key words and simple gestures. She uses good eye contact to ensure children's attention. Children with SEND show progress in their ability to copy some sounds they hear.

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The provision is good

The childminder creates a meaningful curriculum. For example, children thoroughly enjoy different activities that enhance their sensory experiences, such as when the childminder provides a variety of textured scarves. Children's curiosity is promoted well as they experiment with waving the materials and noticing the sounds they make. Children show their pleasure and excitement by smiling and clapping.

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need to do better?

n The childminder is fully aware of children's interests, needs and abilities. She gains sufficient information from parents to find out what children know and can do, when they start. The childminder uses this knowledge to plan children's next steps in learning. For instance, children who are new to the setting can now confidently use an open cup to drink water. This helps children make good progress in their confidence and willingness to have a go. n The childminder has a good understanding of how to sequence children's learning to achieve specific skills, such as how to use a fork to eat spaghetti. Children experiment with the fork, trying hard to follow the childminder's precise instructions and role modelling. This helps them build on their skills over time. n The childminder ensures that singing songs is an integral part of children's day. She sings nursery rhymes at an appropriate pace, with accompanying actions to

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need to do better?

fully engage children with SEND. These children know some of the actions and make attempts to hum the tunes as they play independently. In addition, the childminder sings songs related to the routine events in the day, such as when handwashing and tidying up. This helps children learn these daily routines in a

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need to do better?

6 December 2023 fun and enjoyable way. n The childminder helps children adopt healthy lifestyles. She provides daily opportunities for children to increase their stamina and strength at the local park. For instance, children learn to sway their legs backwards and forwards on a swing to improve their core muscles and eventually move unaided. The childminder provides nutritious meals for children. She reminds children of the importance of washing their hands thoroughly before mealtimes. This helps to promote children's positive well-being and good health. n The childminder is reflective and places a high priority on enhancing her professional development. She has a thorough understanding of the strengths and areas for improvement in her existing practice. However, the childminder's knowledge of more targeted interventions to fully support children with SEND is not fully developed, to help her provide even better care.

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need to do better?

n The childminder understands the importance of working closely with other settings that may children attend and any external professionals to gain valuable information to support children's progress. However, the childminder has not fully established close links with other settings and outside agencies involved in children's care and learning to maintain continuity of care and learning. n The childminder forms trusted relationships with parents. Parents receive daily feedback about their children's time with her, at drop off and collection times. They highly value the childminder's advice and support. Parents are keen to work with the childminder to support their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to protect children from harm. She knows the signs and symptoms that may indicate concerns for a child's welfare, including exposure to extremist views and behaviours. The childminder knows how to report any safeguarding concerns to the appropriate authorities. She completes robust risk assessments on all areas of the premises to ensure that any hazards are minimised. The childminder supports children to manage their personal safety on outings, such as sitting down at the top of the slide before they go down.

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should:

n strengthen the use of professional development opportunities to gain further knowledge and understanding to support children with special educational needs and/or disabilities more precisely n establish stronger relationships with other settings that children attend and external professionals to gain useful information and promote consistency in children's care and learning.

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Setting details

Unique reference number EY487820 Local authority Hampshire Inspection number 10308465 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 4 Date of previous inspection 16 March 2018

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Information about this early years setting

The childminder registered in 2015. She lives in Basingstoke, Hampshire. The childminder provides childcare Monday to Friday, from 7.30am to 6pm, all year round. She holds a relevant level 3 qualification in childcare. The childminder accepts funding for the provision of free early education for children aged two, three and four 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 childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including what she wants the children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and childminder jointly evaluated an activity and discussed the impact of the childminder's practice on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents spoke to the inspector about the education and care their children

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Inspection activities

receive and these views were considered.

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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

6 December 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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