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 creates and maintains a safe environment for children to play and learn. Children are very happy in the care of the childminder. They develop close bonds with both the childminder and their peers. The childminder has high expectations for children's behaviour. She promotes a positive, respectful environment with encouragement and praise for acts of kindness. Children learn how to be caring and courteous as they develop good social skills. Older children are kind and considerate of younger children's needs. For instance, pre-schoolers gently stroke babies' hands as they soothe them. Children's behaviour is good.

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The provision is good

The childminder plans and provides a good range of activities which children readily take part in. When learning is more challenging, the childminder helps children to keep on trying, to enable them to successfully master new skills. For instance, as children create penguins, they practise using scissors. The childminder helps them to become confident in snipping paper. The childminder supports children to be confident and articulate communicators. For example, pre-schoolers talk about where they are putting the feet and wings on their penguin. They learn that penguins have beaks as the childminder introduces and explains this new word to them. All children make good progress in their learning and develop skills that prepare them well for school.

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need to do better?

n The childminder is proactive in keeping her skills and knowledge up to date. Since her last inspection, she has made good use of training to develop her understanding of promoting children's behaviours and social skills. She uses strategies to successfully build on this area of children's learning. For instance, children have time to think about how they feel and to share this with their friends, so that they are all able to play with what interests them and join in. Children develop good emotional intelligence to support them well for future learning. n Children benefit from good opportunities to build on their independence. The childminder recognises the benefits of children learning to manage some age- appropriate tasks, supporting this well. For instance, babies learn how to feed themselves finger foods and hold their water cup to drink from confidently. Older children put on and fasten shoes as they get ready to go outdoors. The

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need to do better?

childminder encourages and praises children as they take great pride in their growing independence. n The childminder is qualified and highly experienced. She uses her knowledge of how children learn and develop to identify their unique interests, strengths and areas for further development. She weaves this information into her theme- based curriculum. The childminder provides inviting activities to support

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need to do better?

30 January 2024 children's progress. However, sometimes, children's planned next steps in learning are too broad, particularly around their mathematical development. At times, the links between what children need to learn and the delivery of activities are not fully tailored to support older and most-able children to make the best possible progress. n Children develop good physical skills. They enjoy active play, including riding push-along bicycles outdoors and bouncing on the trampette. Babies develop their confidence in learning to stand and navigate their way around to reach toys and resources. The childminder watches closely to promote their safety, encouraging and supporting their growing curiosity. Pre-schoolers develop good hand-eye coordination skills. For example, the childminder teaches them how to squeeze bottles of glue into pots. She offers paintbrushes to help children learn to transfer glue to their paper, spreading this in different directions as they gain

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need to do better?

good control of the small-muscle skills in their hands and fingers. n Partnerships with parents are good. The childminder shares children's daily activities, care routines and overall progress with parents regularly. Parents say that the childminder is caring and professional in her care of their children. The childminder works well with parents to share information. However, she recognises that there is more she can do to promote consistency in sharing information with other early years settings that children attend, to help promote continuity in their learning and development.

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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.

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should:

n develop clearer links between what children need to learn and the delivery of activities, to shape these to the individual learning needs of each child n work more closely with all other early years settings that children attend, to improve the continuity and support for children's learning experiences.

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Setting details

Unique reference number 111403 Local authority Hampshire Inspection number 10312255 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 8 Date of previous inspection 25 April 2018

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Information about this early years setting

The childminder registered in 1988 and lives in Yateley, Hampshire. The childminder provides care for children Monday to Friday from 7.30am to 5pm, for most of the year. The childminder holds an appropriate qualification at level 3. She accepts funding for the free provision of 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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector. 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.

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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

30 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

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

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