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 Outstanding

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The provision is good

The childminder provides a welcoming home-from-home environment. Children are loved and nurtured by the attentive childminder. They happily seek her out for comfort and reassurance when needed. The childminder focuses on supporting children's emotional well-being, and she actively listens to children's thoughts and feelings. This helps children to feel emotionally secure in the setting.

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The provision is good

The childminder provides consistent rules and boundaries that help the children to behave well. She supports the children to take turns, such as when playing with the toy cars. Children demonstrate impeccable manners. For example, they say 'please' and 'thank you' to their friends when sharing toys. Children happily play together and enjoy helping their friends.

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The provision is good

The childminder supports the children to become independent learners. For instance, children practise putting on their own shoes and waterproof trousers to go outside. Furthermore, they know that they need to take their shoes off to go back inside and do this independently. The childminder encourages and praises children as they take great pride in their growing independence.

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The provision is good

The childminder provides the children with many opportunities to explore sensory experiences. She spends time blowing bubbles with the children in the garden and teaches the children how they can use the bubble wands in different ways. For example, the children learn that they can run with the wand and the bubbles come out faster. They excitedly chase their friends and enjoy catching the bubbles in the wind. This supports children's learning and development.

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need to do better?

n The childminder regularly observes children's play and accurately assesses their stage of development. She uses this knowledge to identify any gaps in learning, to build on the skills and interests children have. The childminder continually expands each child's knowledge and skills by setting individualised next steps. This supports children to make good developmental progress. n The childminder understands the sequence of learning and the need for children to have opportunities to repeat activities and tasks to embed skills. For instance, she provides the children with various activities to learn about shape and number. Children confidently point out different shapes and the childminder supports the children with the pronunciation of words such as triangle. n The childminder regularly reflects on her practice. She expands her skills and knowledge through a variety of training and engages in a range of professional

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need to do better?

development opportunities. This supports the childminder to continually enhance her early years knowledge and teaching skills.

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need to do better?

21 May 2024 n The childminder focuses on supporting children's communication and language development. She models good communication skills. For example, the childminder asks questions and gives children plenty of time to respond. Children read books with the childminder and independently. The childminder sings songs and helps children to talk to each other about their play. For instance, she supports children to talk to each other about what they are doing with the toys in the water tray. This helps children to continually learn new words and become confident communicators. n The childminder provides a variety of meaningful opportunities for children to gain experience in the local community. For example, children visit the local farm and playgroup. The childminder provides children with opportunities to learn about their friends. For instance, children enjoy looking at photos of each other's families and talk about who the people are. However, the childminder does not

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need to do better?

plan a wide range of experiences to help develop children's understanding of people, communities and cultures beyond their own experience. This does not fully support their understanding of diversity and the wider world. n The childminder works closely with parents. She encourages a continuous exchange of information to ensure a shared approach to children's care and learning. The childminder regularly provides advice and resources. For example, she gives parents activity ideas that link to their child's next steps and provides story books to take home. This helps parents to continue to support and build on children's learning at home. n The childminder supports the children to be healthy. Children learn about good hygiene. For instance, they wash their hands with little support after playing outside and before mealtimes. The childminder provides them with many opportunities to be physically active. For example, they enjoy running and riding

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need to do better?

bicycles in the garden and going to the beach. The childminder provides children with a variety of healthy snacks and meals throughout the day. This supports children's health and well-being.

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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 opportunities for children to learn about diversity and develop an understanding of backgrounds, communities and cultures that are different to their own.

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Setting details

Unique reference number EY432773 Local authority Hampshire Inspection number 10347037 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 21 August 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Havant, Hampshire. She operates her service Monday to Friday from 7.30am to 6pm, for most of the year. The childminder holds an appropriate qualification at level 6 and early years professional status. She provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n Children spoke to/communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 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

21 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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