Reed, Sharon Elizabeth

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 form very close bonds with their warm and caring childminder. Parents describe the childminder's house as a 'home away from home'. Children all understand the routines of the day and happily develop their independence skills. For example, they wipe their hands and put rubbish in the bins. The childminder teaches young children how to dress themselves and put their own shoes on to play outside. The childminder gives plenty of encouragement and praise for all children's attempts at doing different tasks. Children develop good levels of self- esteem and feel safe in the childminder's home. There are plenty of enjoyable activities to explore. Children feel confident to ask for help and regularly approach the childminder for a cuddle.

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The provision is good

Children enjoy many activities in the local area. For instance, they go to toddler groups and learn new nursery rhymes with their friends. This helps them to understand rhythm and learn new words. The childminder takes children to natural areas and on park trips. She teaches children how to stay safe while they climb small trees. Children develop balance and coordination as they climb on play equipment. The childminder discusses how trees and plants change in the different seasons. This helps children to learn about the natural world around them.

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need to do better?

n The childminder refreshes her knowledge about keeping children safe. She attends training sessions and updates her policy to reflect recent changes in legislation. The childminder makes sure that children learn to be safe around her home. Children demonstrate their understanding of this by telling their friends not to touch the oven as it is hot. They sit down to eat and the childminder supervises them closely. Children learn to cross roads safely and use pedestrian crossings on their trips out. n The childminder builds strong bonds with parents and staff at other settings children attend. Parents say that the childminder is professional and reliable, but also a warm, caring and kind person. They say that she provides a stimulating and nurturing environment where children can learn, play and grow. The childminder ensures consistency for children who attend other settings. For example, when children attend pre-school, she shares her 'book of the week'

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need to do better?

with staff there. n The childminder regularly considers what children know and can do. She uses this information to plan future activities and help children make good progress in all areas of learning. For example, she recently identified which children would benefit from further work with literacy skills. She then planned story times and song times to develop skills of repeating rhymes and rhythms. n The childminder has resources which help children learn about early

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need to do better?

10 April 2024 mathematics. However, the language of mathematics is not routinely used throughout activities to develop children's understanding. The childminder does not use many opportunities to count items and consider size and shape, to develop children's understanding even further. n Children enjoy lots of opportunities to be creative. For example, they use a range of media and materials to glue a 'snake'. The childminder talks to them about their pictures and celebrates their creativity with parents. Children enjoy looking at craftwork in their journals and learn to use a range of tools as they explore different topics. n The childminder has a book of the week which she reads with children each day. This repetition helps children to learn new vocabulary, practise it and develop good early literacy skills. For example, the childminder reads 'Dear Zoo' with children. She links this to other activities, such as playing with small-world

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need to do better?

animals and puppets. When children revisit the book, they remember all the names of the animals and the noises they make. n The childminder plans a strong curriculum for children to explore the natural world. However, her curriculum for teaching children about the similarities and differences between themselves and others is not as well developed. Children do not have enough opportunities to learn about people and communities different to their own to develop their understanding of similarities and differences. n Overall, children play well alongside each other. When children struggle to share and take turns, the childminder gives timely reminders. This supports children to learn appropriate behaviour and to be considerate of their friends.

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 develop the curriculum for people and communities to help children understand more about similarities and differences between themselves and others n improve opportunities for children to learn about counting, shape and size.

p.3

Setting details

Unique reference number 112616 Local authority Hampshire Inspection number 10335189 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 7 June 2018

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Information about this early years setting

The childminder registered in 1993 and lives in Yateley, Hampshire. She operates all year round from 8am to 5pm, Monday to Friday. The childminder provides funded early years education for two-year-old children.

p.4

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 setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents provided written statements to share their views of the setting with the inspector. n The inspector assessed the childminder's understanding of how to keep children safe. n The inspector observed the childminder's interactions with children and invited her to evaluate an activity. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning.

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Inspection activities

10 April 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

10 April 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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