Lyndsey Anne Stanton

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 demonstrate that they are happy, polite, and confident. They settle seamlessly at the childminder's homely setting. The childminder knows the children very well. She is attentive to their needs and sensitive to their feelings. She quickly recognises when they need a nappy change, drink, or snack. She is friendly and caring. Children have established secure attachments and close relationships with her. They are keen to share their experiences with her. The childminder regularly provides children with a cuddle when required. As a result, children feel safe and secure. Children independently choose from a rich variety of resources that the childminder has thoughtfully provided. The childminder encourages children to be independent in their play. Children share ideas, such as making and serving acorn tea in the mud kitchen. Children chat happily to each other and the childminder as they play.

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The provision is good

Children learn well as the childminder provides a broad and interesting curriculum. Children move around the play areas to access the range of available resources. The childminder plans activities to build on what they know and can already do. For example, children enjoy counting in sequence. The childminder uses this opportunity to extend their knowledge and understanding of mathematics through activities that are fun, interesting, and challenging. Children are keen to participate and spend long periods of time at the activities. For example, they take turns to catch numbered ducks in a net. Older children excitedly call out the numeral and count how many they have caught.

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need to do better?

n The childminder provides a sequenced and well-balanced curriculum that extends children's knowledge and skills. She encourages children to investigate and explore. For example, during an ice experiment, children use their problem- solving skills to melt ice blocks with salt and hot and cold water. This helps children to learn independently and be curious. n The childminder is proactive in promoting children's speech and language skills well. For instance, she introduces them to a broad range of vocabulary during problem-solving, singing and story time activities. However, at times, the childminder does not explain the meaning of new words. Despite this, children are confident communicators. n Overall, the childminder plans for children's next steps in learning effectively. Teaching is sequenced well, which supports children to gain a deeper understanding of what is being taught. Children enjoy the exciting and

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need to do better?

interesting range of activities provided by the childminder. For example, children learn about winter. They listen to stories and use their imagination to become the polar animals in the story. However, on occasion, during group activities, the

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need to do better?

7 February 2024 childminder is not precise enough in supporting younger children to remain engaged and focused. This means that the learning opportunities for all children are not always consistent. n Parent partnerships are strong. Parents speak highly of the dedicated childminder. They value the good support that she provides to children. The childminder ensures that parents are updated regularly about children's progress and provides parents with ideas for learning at home. n The childminder provides an environment that supports children's developing independence skills. She encourages children to carry out tasks for themselves. For example, older children wash and dry their hands before the snack routine. Younger children manage hand hygiene while supported by the childminder. All children find their coats and shoes for outside play. n Children's physical development is supported well. The childminder provides

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need to do better?

opportunities for children to develop their fine and gross motor skills. For example, children enjoy threading activities, which help to develop pincer grip in readiness for early writing. They use ride-on vehicles and practise their balancing skills while walking on rocks around the fairy tree. n The childminder supports children to understand positive conduct. She is a good role model and has high expectations for children's good behaviour. She uses praise to promote good behaviour and gently reminds children of rules and boundaries. Children work harmoniously together. They share and take turns during activities. This helps to develop a harmonious environment for everyone. n The childminder reflects on her continuous professional development well. She ensures that she attends mandatory training as well as a rich variety of training events, such as training to address the continued effects of the COVID-19

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need to do better?

pandemic on young children. This helps to support all children 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 adapt teaching, when necessary, to more fully engage the youngest children in activities to help them to be motivated to learn n enhance the support for children to understand the meaning of the new words they are learning.

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Setting details

Unique reference number EY463275 Local authority Hampshire Inspection number 10308416 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 5 Number of children on roll 5 Date of previous inspection 6 March 2018

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Information about this early years setting

The childminder registered in 2013. She lives in the Hedge End area of Southampton, Hampshire. The childminder offers care from 7.45am to 5.30pm on Monday, Tuesday, Wednesday and Friday. She receives funding to provide free early education for children aged two, three and four years. The childminder is a qualified primary school teacher.

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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 her evaluation of the childminder. n The childminder and the inspector completed a learning walk together to discuss how the childminder supports children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector evaluated children's learning during activities. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the provision with the inspector.

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Inspection activities

7 February 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

7 February 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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