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 Not applicable

p.1

The provision is good

The kind and caring childminder has strong bonds with children. They feel comfortable using her for reassurance when needed, such as when there is a visitor to the setting. The childminder has high expectations of children and their behaviour. Children have a good understanding of the boundaries and what is expected of them. For example, they are learning how to put away their toys when they have finished playing. The childminder develops children's knowledge of good hygiene routines. For example, she models how to wash hands effectively before eating, and children confidently copy.

p.2

The provision is good

Children, including those who are not yet talking, are confident in expressing their thoughts, feelings and opinions in a range of ways. They are keen to share things of importance to them with the childminder, such as a favourite toy from home.

p.2

The provision is good

Children are highly imaginative as they act out some of their favourite games with small-world toys. For example, they create stories with toy characters playing hide and seek with each other. The childminder develops children's love of reading and stories. They have favourites they enjoy listening to regularly and eagerly join in with the phrases they can recall.

p.2

need to do better?

n The childminder's curriculum builds on what children know and can do. A key focus of the curriculum is developing children's sense of curiosity and keenness to learn. This helps children make good progress in their learning and development as they are eager to explore and learn more. n The childminder understands the importance of healthy lifestyles and developing children's knowledge and understanding of how to keep themselves healthy. As part of this, she provides lunch and snack for the children and is slowly introducing them to new fruit and vegetables, such as pineapple. n Children develop a 'can-do' attitude as the childminder encourages children to try things out and test ideas for themselves. For example, children work out how to fit the building cubes together with encouragement from the childminder. She reminds them of how it felt when they found things difficult in the past but were able to overcome them. This gives children the motivation to continue trying and

p.2

need to do better?

they beam in delight when they succeed. n The childminder is keen to develop children's language skills. For example, she introduces children to a wide range of vocabulary. However, at times, the childminder uses overcomplicated sentences and, sometimes, does not give children time to process and respond. This does not consistently support the development of children's language skills. n Overall, the childminder is able to adapt her provision to meet the needs of

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need to do better?

11 January 2024 children of a wide range of ages and stages of development. However, at times, the focus is on the younger children. As a result, sometimes, older children lose interest in an activity and become disengaged as they are not sufficiently challenged. n Additional funding is used appropriately by the childminder to further extend children's learning. For example, she uses funding to purchase resources to support language group activities. This helps develop children's listening and attention skills and to close any gaps in their learning and development. n Parents comment positively on the 'home-from-home set-up' which they feel meets the needs of their children well. They have strong partnerships with the childminder. She supports children's learning further by providing parents with suggestions and ideas to try at home to support children's development. n The childminder values the importance of continuous professional development.

p.2

need to do better?

She ensures she attends regular network meetings with other providers as well as completing online training. This helps to maintain and develop her practice and quality of teaching. n Children go on regular outings in the community. For example, the childminder takes children to the library, beach and local park. The childminder gives careful consideration to the experiences her children have not had before when planning outings, to ensure she is providing a well-rounded experience. These outings help children develop an understanding of their community and the natural world.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen understanding of how to support and develop children's communication skills further n enhance activity planning further to better enable children of different ages and abilities to focus, concentrate and stay fully involved in activities.

p.3

Setting details

Unique reference number 2647813 Local authority Hampshire Inspection number 10308658 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 Not applicable

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Information about this early years setting

The childminder registered in September 2021 and lives in Fawley, Hampshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has a level 3 qualification in childcare. The childminder receives funding for three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder discussed her curriculum intentions with the inspector during the learning walk. n Parents shared their views with the inspector. 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.

p.4

Inspection activities

11 January 2024 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

11 January 2024 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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