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

Children form close attachments with the childminder and show good levels of emotional well-being. The childminder spends time settling new children into her home and builds strong relationships with them. She knows the children in her care well, including what makes them unique. Children are settled and demonstrate that they feel safe by moving independently around the childminder's home and choosing what they want to play with.

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The provision is good

Children exhibit a positive attitude to their learning and show resilience when faced with challenges. The childminder encourages them to learn by trial and error and engage in new experiences. For instance, when young children initially struggle to get in and out of a play car, the childminder stands back and allows them to try different ways of achieving this. Children try a variety of strategies until they succeed. This approach helps children to develop a 'can do' attitude'.

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The provision is good

The childminder is aware of their interests and abilities. She provides a range of opportunities to enhance their learning across all areas of the curriculum. Children successfully develop the skills they need for the next stage in development, including school. For instance, they complete tasks independently, confidently engage in two-way conversations with adults and play harmoniously alongside other children.

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need to do better?

n The childminder demonstrates a good understanding of how children learn and develop. Regular assessments enable her to quickly identify any emerging gaps in children's learning and provide targeted support when needed. n Children benefit from many opportunities to support their communication and language skills. Throughout activities, the childminder provides a commentary, models good conversational skills, and introduces new vocabulary. Children are vocal and repeat familiar words and phrases in response to the childminder's warm interactions. For example, older children join in when singing familiar songs and rhymes and babies repeat single words. n Partnerships with parents are good. The childminder communicates well with them through regular discussions. Parents comment that the childminder provides a nurturing environment where their children thrive. They appreciate the range of activities offered by the childminder and comment that these

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need to do better?

prepare children well for school. n Children benefit from plenty of fresh air and exercise and enjoy the time they spend in the childminder's well-resourced garden. They delight in looking for bugs underneath plant pots and comparing the different characteristics of these, such as centipedes having lots of legs and worms having none.

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need to do better?

17 April 2024 n The childminder supports children's early literacy skills well. She regularly reads to children and takes them to the library weekly. These positive experiences help to promote children's love of reading. n The childminder uses a range of teaching methods, including questioning to help extend children's existing knowledge and check what they know and remember. For example, as children fill pots with soil and plant sunflower seeds, she asks them what the seeds need to grow. Older children recall that they need soil, water, and sunshine. n Overall, the childminder plans interesting activities. For instance, children make sunflowers using a variety of materials and count how many petals they have added. However, the childminder does not adapt some activities to ensure that the youngest children can participate. As a result, their concentration is not always sustained, and they quickly lose interest.

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need to do better?

n The childminder has built good links with staff at other settings that children attend. She shares information with them, to help support a consistent approach to children's learning and development. n Children are friendly and behave well. The childminder is a good role model. She has a gentle approach and communicates respectfully with children. Children develop strong social skills and interact with kindness and respect. n Children gain a good understanding of healthy lifestyles. The childminder encourages them to follow good hygiene routines, such as regularly washing their hands. She teaches children to make healthy food choices. Children confidently identify that foods such as fruits and vegetables are good for them. n The childminder takes a proactive approach to developing her skills. She continually reflects on what she can do to develop her practice. She undertakes training that is targeted at improving her knowledge and considers how she can

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need to do better?

use this to benefit the children in her care.

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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 strengthen planning to more fully consider how to adapt activities to further support the needs of the younger children.

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Setting details

Unique reference number 110955 Local authority Hampshire Inspection number 10335280 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 17 Date of previous inspection 11 June 2018

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Information about this early years setting

The childminder registered in 2000. She lives in Sherbourne St John in Basingstoke, Hampshire. The childminder receives funding to provide free early education to children aged three and four years. She offers care to children between 7.30am and 6pm, from Monday to Friday, all year round.

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Inspection activities

n This was the first routine inspection the childminder has 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 inspector carried out a learning walk to discuss the childminder's curriculum. n The inspector observed the quality of teaching during activities and jointly assessed the impact this has on children's learning and personal development with the childminder. n The inspector observed the interaction between the childminder and children and assessed the impact of teaching on their learning and development. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. The inspector also discussed the arrangements for safeguarding children and the childminder's reporting procedures. n The inspector took account of the views of parents through written feedback

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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

17 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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