Cattle, Ellen Louise

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 warm and caring childminder has strong bonds with the children. They are eager to include her in their play as they share things of importance to them. For example, they engage in role play and giggle in delight as the childminder pretends to talk to family members on the 'phone'. Children, including those who are learning to talk, are able to share their thoughts, feelings and ideas confidently. The childminder understands exactly what they would like, and she models how to say the name of the object to help develop children's language skills.

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The provision is good

The childminder introduces mathematics as children play. For example, they talk about shapes and sizes as they build with magnetic tiles. Children develop a love of reading as they curl up with the childminder. They have clear favourite stories, such as 'Peppa' and are eager to listen. The childminder captures their attention as she reads.

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The provision is good

The childminder has high expectations of children's behaviour. Children have a clear understanding of what is expected of them. For example, they eagerly help tidy up their toys when they have finished playing. The childminder teaches children how to keep themselves healthy. For example, they learn to cover their mouths when coughing and to wash their hands after nappy changes.

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need to do better?

n The childminder often works with an assistant and has a second assistant as bank staff. She understands the importance of regular supervision meetings with her staff to discuss their practice and areas for development, as well as strengths. n The childminder ensures that her staff take part in regular professional development to maintain the quality of their practice as well as ensuring that they are up to date with training, such as first aid. The childminder wants children to be their unique self, to feel safe and to have fun. She develops a curriculum with these aims as the focus, which she weaves into children's everyday play. n Children make good progress in their learning and development. The childminder regularly monitors children's development, including completing the required progress checks for children aged between two and three years to ensure that they continue to make good progress. n The childminder uses her assessments to identify children's next steps in

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need to do better?

learning and development well. However, on occasion, during activities, the childminder does not fully consider how to adapt activities to precisely include children's next steps to help develop their skills further. n Children are kind, polite and behave well. They listen well to the childminder and

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need to do better?

19 January 2024 follow instructions when needed. Older children are keen to support younger children. For example, they use their initiative to look at the childminder's next steps board for each of the younger children. They then try and do the same things as the childminder. For instance, younger children are working on their counting skills as a next step, so the older children include counting in their games. n The childminder is welcoming to all children. She recognises that some children may need additional support for their special educational needs and/or disabilities. The childminder adapts her practice as needed to ensure that all children have their needs met. She knows how to access further support and signpost parents to relevant services should she need to. n The childminder values the importance of professional development. She regularly attends training courses and is always looking for ways to develop her

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need to do better?

knowledge further. For example, she has recently attended training on supporting children with eating. This has helped to develop the way she approaches food and understanding of what children might be thinking or feeling in regards to certain foods and textures. n Parents compliment the childminder as they comment on her being friendly, welcoming and dependable. The childminder works hard to develop strong partnerships with them. She uses these partnerships to develop children's learning further by sharing home-learning ideas. For example, she has recently shared hints and tips around supporting toilet training. n The childminder works in partnership with other settings children attend. She shares information regularly about children's interests, their progress and their next steps in learning. This helps all those involved in children's care and learning to work towards the same goals and provide continuity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

p.3

should:

n refine the planning of activities so that they are more precisely tailored to support individual children's learning.

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Setting details

Unique reference number EY245259 Local authority Hampshire Inspection number 10308129 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 12 Number of children on roll 16 Date of previous inspection 28 March 2018

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Information about this early years setting

The childminder registered in 2003. She lives in Totton, Hampshire. She operates all year round, from 7.20am to 5.30pm, Monday to Friday. The childminder works with assistants and holds a relevant early years qualification at level 3. 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 discussed her curriculum intentions with the inspector during the learning walk. n The inspector looked at written feedback from parents that were provided by the childminder. 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

19 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

19 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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