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 Not applicable

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The provision is good

Children show mature levels of responsibility for their young age. This is as a result of the childminder's high expectations for behaviour. They follow reminders about how to keep themselves safe in the garden, such as not to push a swinging garden chair. They patiently wait for help, and they take their rubbish to the bin. They show excellent table manners, with some children leading by example to help tidy away. Children clearly respect and listen to the childminder and show they feel safe at the setting.

p.2

The provision is good

Children learn about dental hygiene by using toothbrushes to clean life-sized models of teeth. The childminder explores picture books about dentists with the children. She comments on parents who are soon going to visit the dentist. Consequently, this helps children to learn from an early age that seeing a dentist is a positive experience that helps keep them healthy.

p.2

The provision is good

Children have lots of opportunities to explore the local community. They ride on buses to visit museums, churches and play parks. The childminder takes care to explain unfamiliar things that children see outside, for instance, a speeding signs that then starts a discussion about fast and slow cars. As a result, children begin to make sense of what they see around them every day.

p.2

need to do better?

n The childminder offers a curriculum that focuses on developing independence and social skills. She works closely with parents to support early potty training skills. She has introduced social activities for less confident children, for instance, to develop their communication skills in small groups. When children's confidence grows, the childminder plans trips to toddler sessions where they are encouraged to play in larger groups. As a result, parents note how their children's confidence and social skills have quickly improved. n The childminder helps children manage risk. When children climb over purpose- built equipment, the childminder carefully watches by their side but does not intervene unless the child asks. Children know they can ask for help at any time. When children falter, they manage to right themselves without the childminder doing it for them. This careful supervision allows children to build confidence and

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need to do better?

learn how to move their bodies with control. n The childminder follows the interests of the children. On a local trip, children point out a church but confuse it with a castle. As a result, the childminder decides to take the children into the church to look around. They talk about the differences between castles and churches. Later, children made stained glass windows and build castles with bricks. These explorations of emerging concepts help children develop a clearer understanding of the world.

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need to do better?

14 May 2024 n The childminder captures children's imagination. During an activity on life cycles, the childminder pretends she has a frog in her cupped hand. She holds it to her ear with wonder. Children fall silent as they try to guess what is inside. As the childminder slowly opens her hands to peek, children excitedly say 'ribbit ribbit!' Later in the morning, children carefully hold cupped hands out to each other, each with their own 'frog' inside. This imaginative exercise helps children to remember key points of the topic. In addition, children show they know that animals are fragile and should be treated with respect. n The childminder is good at exploring new language with children, which deepens their understanding of a topic. For example she pauses stories to explain unfamiliar words such as 'x-ray'. However, on occasion when assessing what children know, the childminder does not give children enough time to think

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need to do better?

through their response to things. This means that, occasionally, children are given the answers before they have been able to show what they know themselves. n The childminder is responsive to children's needs and is quickly able to adapt an activity to sustain their interest. For example, when a child's attention begins to wander, she brings out a teddy bear. She uses the teddy bear to further explore the learning by challenging children to place objects from the topic onto parts of its body. Children's attention is captivated and maintained by the childminder's quick thinking and flexibility.

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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 strengthen skills in allowing children enough time to think through their responses to questions, so they can demonstrate what they already know and can do.

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Setting details

Unique reference number 2635859 Local authority Hampshire Inspection number 10339421 Type of provision Childminder

p.4

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 Not applicable

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Information about this early years setting

The childminder registered in 2022 and this is her first inspection. She lives in Basingstoke. The childminder operates all year round, from 8am to 5pm, Monday to Thursday. At the time of inspection, the childminder was in receipt of funding for the provision of early years education for two-year-old children. The childminder holds an appropriate childcare qualification at level 3.

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on personal and social development. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector.

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Inspection activities

14 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

14 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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