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

The childminder builds strong attachments with children from the outset. This supports all children, including the very youngest, to settle quickly and feel safe and secure. Young children enjoy cuddles with the childminder, who responds warmly to their needs. This helps to support toddlers confidence and their developing self-esteem. Children happily explore the environment as they find toys and resources that ignite their curiosity. For instance, toddlers find dolls and cover them with blankets, as the childminder supports their imaginative play. Children behave well. The childminder teaches children, through her interactions with them, about kindness and respect. Children learn how to share and to be kind. Where they need additional help, the childminder uses her calm and patient manner to support children's social skills. Children behave well.

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The provision is good

Children benefit from a curriculum that offers them a variety of learning experiences to support their good progress. They gain good physical skills as they hold paint brushes, dipping them into water, and then explore the marks they make on the fence. The childminder talks to children as they play, so they hear new language as she talks to them. Children benefit from a wealth of opportunities to learn about the natural world. For instance, they excitedly use magnifying glasses to bug hunt, as the childminder helps them learn about the different habitats of insects. Children enjoy trips to the forest, the library and to local wildlife parks. These experiences help them learn about their own community and the wider world.

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need to do better?

n The childminder helps children to develop good physical skills. For example, children learn to climb on to seesaws as they develop their balancing skills. They are keen to take part in a range of activities that the childminder plans, to help them develop their hand-eye coordination and fine motor skills. For instance, children enjoy making marks using pens as they create 'maps'. This helps to introduce mark making and early writing in exciting ways, giving children the skills they need for moving on to school. n The childminder reflects on and evaluates some areas of her practice to promote continuous improvement. However, she recognises that she does not precisely identify and use professional development opportunities as well as she could to further extend her teaching skills and knowledge, particularly to support younger children's speaking skills. n Children develop good independence skills. The childminder offers many

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need to do better?

opportunities throughout the day for children to practise these. For example, as children get ready to go outside, the childminder helps younger children push their arms into their coats, and older children learn how to put on their own

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need to do better?

21 May 2024 shoes. Children persist at tasks that present them with challenge, as the childminder offers encouragement and praise as they successfully master new skills. This helps children to develop confidence in their own abilities. n The childminder observes what children can do as they play. She uses this information to plan activities with children's interests in mind. This helps to motivate children to learn and supports their concentration skills. However, she does not consistently use her good knowledge of what children know and can do to sharpen her plans for younger children's individual next steps in learning. n The childminder interacts with children positively. She talks to them and asks them questions to support older children's mathematical skills. For example, as children sit for snack time, the childminder teaches them some early positional concepts, such as how some of their friends are next to them and some are

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need to do better?

diagonally across from them. This helps to develop children's positive attitudes, confidence and interests in mathematics. n The childminder works in partnership with parents. She obtains relevant information when children first start, which helps to support younger children's care needs. The childminder offers families flexible settling-in sessions that are tailored to individual children's needs. Parents report they are very happy with the care their children receive. They particularly value the wide range of experiences, visits and activities provided by the childminder and her co- childminder. n The childminder places a strong focus on kindness and respect. She is a good role model who is always kind and respectful to children and other adults. In turn, children learn how to treat their friends kindly. For instance, when older children want to play with the same toy, the childminder helps them to think

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need to do better?

about how they can resolve small conflicts. This helps them to reflect on being fair with turn-taking. Children develop good social skills and behave well.

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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 continuous professional development to include a greater focus on how to support and develop younger children's speaking skills n identify more precise next steps in children's learning, to plan a tailored curriculum that further meets children's individual needs.

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Setting details

Unique reference number EY500928 Local authority Hampshire Inspection number 10335619 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 11 Date of previous inspection 21 June 2018

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Information about this early years setting

The childminder registered in 2016. The childminder works with another childminder. She provides care Monday to Friday from 7.30am to 5.30pm, for most of the year. The childminder holds a level 3 qualification in childcare. She receives funding for the provision of free early years education for children aged two, three and four years.

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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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector spoke to children to find out about their time at the setting. n Parents shared their views of the setting with the inspector. 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.

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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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