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 Requires improvement

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The provision is good

Children are happy and comfortable in the childminder's home. Children across all ages are confident to independently explore and choose their own resources. The childminder and her assistant build good relationships with the children in their care. The childminder ensures that all children develop secure attachments and prioritises their social and emotional development. As a result of this, they settle quickly and behave well.

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The provision is good

The childminder supports children to develop a love of books and stories, for example she regularly takes children to choose books from the local library. Children thoroughly enjoy reading books with the childminder and make links between characters and their favourite stories. They show they are developing their imagination as they act out real-life situations. Children share resources as they pretend to make ice creams for each other. They happily involve visitors to the childminder's home into this play, demonstrating how safe and secure they feel with the childminder.

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The provision is good

The childminder has clear intentions for children's learning. She places a high focus on developing children's communication and language skills. She provides the children with a language-rich environment. The childminder and her assistant clearly model language, talking to children as they play and introducing new words, such as 'sticky' and 'squishy'.

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need to do better?

n The childminder develops warm and nurturing relationships with the children. She spends time playing alongside them and delights in their company. Children seek out the childminder for comfort and she celebrates their efforts and achievements with praise. As a result of this, children are confident. They get involved in a range of experiences and behave well. n The childminder completes regular risk assessments to ensure children are safe to explore their environment, both in the home and outdoors. She encourages children to understand risk and identify hazards for themselves. For instance, while on a walk, the childminder points out potential hazards, such as cars on the road, as they stop and prepare to cross. She reminds children to look both ways and listen for cars that are approaching. Children are developing strong foundations for keeping themselves safe, when they confidently tell the childminder it is safe to cross the road.

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need to do better?

n Children love being outside. They are naturally interested in the world around them. The childminder sparks the children's curiosity by encouraging them to explore their environment. For example, children notice several snails on a wall. The childminder holds conversations about how the snails might have got there

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need to do better?

3 May 2024 and where they came from. As they walk around the streets, children notice flowers, interesting ornaments, and more insects in the gardens they pass. The childminder and her assistant encourage the children to look for signs of spring. Children are developing an understanding of the world and have a sense of community. n Partnerships with parents and other settings children attend are effective. The childminder regularly shares information on how children are making good progress in their learning and development, as well as how parents can continue this learning at home. Parents comment they are pleased with the progress that children are making, particularly with regards to their emerging communication and language development. n Overall, the childminder has a secure understanding of sequencing learning in the prime areas. However, on occasion, she does not consider how to adapt activities fully to make them more accessible for younger children. For example,

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need to do better?

at times, the equipment she provides for activities is too advanced for the younger children to use, so they do not fully benefit from the planned experiences. n Children develop some mathematical knowledge and display problem-solving skills. They work with the childminder to match and complete inset puzzles. Children recognise similarities and differences, which helps them to work out if the piece will fit or not. However, the childminder does not always recognise possible learning opportunities to support children's mathematical knowledge. For example, she does not consistently use the correct mathematical language when exploring concepts, such as shape or measure, to build on children's mathematical development further.

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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 implement activities more effectively for young children, considering what they are capable of and what age-appropriate tools and equipment they can use to fully benefit from the learning n enhance opportunities to support children's awareness of mathematical language and concepts during play activities, to further support their mathematical development.

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Setting details

Unique reference number 2629247 Local authority Hampshire Inspection number 10302585 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 7 Date of previous inspection 13 June 2023

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Information about this early years setting

The childminder registered in 2021 and lives in Portsmouth, Hampshire. She operates Monday to Friday from 7.30am to 5.30pm, for most of the year. The childminder is able to offer funded places for the education of children aged two-, three- and four-years-old. She holds an appropriate early years qualification at level 3. The childminder works with an assistant throughout the week.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder, her assistant, and the children. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their written views and feedback of the setting with the inspector.

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Inspection activities

3 May 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

3 May 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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