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 demonstrate that they feel happy and safe in the childminder's care. They quickly settle into the home-from-home environment the childminder and her co- minder create. Children enjoy the time they spend with their friends. For instance, they dress up as their favourite superheroes as they take turns with masks and capes. The childminder helps children to share as they learn to value the differing needs of their peers. Children behave well and are kind and caring. The childminder supports children to be independent. For instance, as children get ready to go outside to play, she teaches them how to fasten their shoes and to pull up zips on coats. Children persist at these new tasks as the childminder praises their successes. Children develop positive attitudes to learning and are proud of their achievements.

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The provision is good

The childminder creates a curriculum that motivates children to learn. She supports children's physical skills and children enjoy being active. For example, older children learn how to push themselves along on scooters. They navigate around their friends in the garden as they learn to turn the scooter in different directions. Toddlers develop good hand-eye coordination skills as the childminder supports them to roll out modelling dough and press out shapes they create with cutters. Children develop skills that prepare them for their future education well.

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need to do better?

n The childminder and her co-minder provide a child-led environment and follow children's interests. This helps to ignite children's curiosity to learn and maintains their interest, as children become absorbed in activities. For instance, children choose favourite stories and the childminder reads to them. She ensures that children can see the picture books and gives them time to think through and share ideas about what might happen next. Children develop an interest in reading, which supports their good language skills. n Children's emotional development is a focus for the childminder's practice. Opportunities for children to learn to think through their actions, which builds on their understanding of kindness and respect for each other, are a strong aspect of the childminder's ethos. Children are treated with respect by the childminder and, in turn, they develop respect for their peers. The childminder helps older

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need to do better?

and most-able children to learn how to take responsibility for their own behaviour. This contributes to the good progress children make in their personal, social and emotional development. n The childminder takes a proactive approach to build on her practice. For instance, she has developed greater opportunities for children to gain skills that support them in being independent in age-appropriate self-care routines. The childminder continues to review and update her knowledge. However, she has

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need to do better?

21 May 2024 failed to notify Ofsted of a significant event within the required timescale, which is an offence. On this occasion, Ofsted is not taking any further action. n Children benefit from a broad curriculum which incorporates all areas of learning. The childminder has high expectations for children and a clear understanding of what she wants children to know or to be able to do next. Children benefit from learning experiences which help them to build on existing knowledge and skills. For instance, toddlers learn how to climb steps safely to reach the top of the slide as the childminder gives them time to coordinate their movements and build their confidence in more challenging tasks. However, although the childminder recognises her intention to help older children to learn to count, recognise numbers and match quantities, she does not consistently use opportunities that arise through play and routines to further develop children's

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need to do better?

mathematical understanding. n Partnerships with parents are strong. Parents say that the childminder offers children opportunities to learn about the natural world and wider community, through trips to woodlands, toddler groups and local animal parks. The childminder shares children's daily experiences, learning and development and care routines through her daily conversations with parents, to keep them informed. However, where children attend other settings, the childminder does not communicate with them to find out about children's learning experiences. Because of this, professionals cannot work together to support children's progress.

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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 enhance the teaching of mathematics for older and most-able children, to build their understanding of numbers and counting n develop a closer partnership with other early years settings that children attend, to ensure continuity in their learning and development.

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Setting details

Unique reference number EY500410 Local authority Hampshire Inspection number 10335618 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. She works with another childminder. The childminder provides care Monday to Friday from 7.30am to 5pm, throughout the year. She holds a relevant level 3 qualification. The childminder receives funding for the provision of free early 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 that they are 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 foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 Parents shared their views of the setting with the inspector.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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