Mrs Stephanie Orr

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 are happy and relaxed in the childminder's homely home. The childminder and her assistant have good relationships with children. They chat happily together as they play. Children approach them for a warm cuddle when required. Children are very familiar with routines and behave well. For example, during transitions, the childminder and her assistant gently encourage children to tidy up. Children form a line and hold on to the person in front while moving to another area of the setting. This helps the childminder and her assistant to keep the children safe and secure.

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The provision is good

Children are supported to learn about their environment and the local community. For instance, they enjoy regular trips to parks, local churches, and garden centres. Children learn how to interact respectfully and safely with members of the community. The childminder and her assistant have established good links with other childminders. This supports children to develop relationships with other children in the area and for the childminder and her assistant to share ideas for good practice

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The provision is good

The childminder and her assistant have high ambitions for children's learning and development. They provide children with a rich variety of interesting activities, which inspire children to be creative. For example, children develop mark making skills during bubble painting activities.

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need to do better?

n The childminder is committed to enhancing her own, and her assistants' professional development. They access regular training and act on any advice from other professionals. This helps to ensure that the quality of education continues to develop over time. n The childminder and assistant know children well. They establish what children know and can do when starting. This helps to identify children's next step. They support children to understand what is being taught through sequenced learning. For instance, children learn about life cycles while listening to stories and observing butterflies emerging from cocoons. However, at times the childminder does not always ensure that children are engaged and motivated to learn, especially during group activities. During these times, children become distracted and lose focus. This means that children do not always understand what has been taught. n The childminder and her assistant promote healthy lifestyles. Children have daily

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need to do better?

opportunities to be physically active outside. For example, they use gross motor movements and develop hand-eye coordination while throwing bean bags into a basket. Children learn to manage their own risks whilst practising their climbing

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need to do better?

4 June 2024 skills. The childminder and her assistant support children to develop an understanding of good oral health. Children practise brushing teeth using oral health resources. n The childminder and her assistant are good role-models for children. They have clear expectations for children's behaviour. They remind children of rules and boundaries. Children take turns and share resources with friends. As a result, children behave well and demonstrate positive attitudes. n The childminder and her assistant provide consistent opportunities for children to develop independence skills. For example, as children get ready to go outside, the childminder and her assistant praise them for putting put on their shoes. They encourage children to keep trying when they face challenges, such as using a ball to knock over skittles. Children are supported well to manage their own personal needs, such as washing their hands before snack.

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need to do better?

n Children's language and communication is supported well. The childminder and her assistant consistently chat to the children during their play. They introduce new words, such as 'chrysalis' and 'metamorphoses' during adult-led activities. However, during story time, they do not always consider how ongoing background noise makes it more difficult for children to listen and communicate effectively. n Children have some opportunities to learn about diversity. For instance, the childminder and her assistant support children to learn about some cultural festivals. However, they have not fully considered how to incorporate children's own culture into the curriculum. This means learning is not maximised to fully deepen the children's understanding of other lives different to their own. n The childminder has developed effective partnership with parents. Parents are kept up to date about their child's day and progress. The childminder seeks

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need to do better?

regular feedback from parents through questionnaires to evaluate her practice and make improvements. n The childminder and her assistant have developed good partnerships with schools. Children are supported well during school transitions. The childminder and her assistant share children's progress with teachers. Older children are supported to complete homework. This provides continuity of care for children.

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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 refine the planning and implementation of group activities to more effectively

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should:

4 June 2024 engage the interest of all children taking part n review and improve the organisation of the learning environment to more fully support children to hear speech sounds clearly, to extend their language development n enhance ways of teaching children about diversity to deepen their understanding of others' lives different to their own.

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Setting details

Unique reference number 112409 Local authority Hampshire Inspection number 10339139 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 8 Number of children on roll 9 Date of previous inspection 2 July 2018

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Information about this early years setting

The childminder registered in 2001 and lives in Andover, Hampshire. She operates Monday to Friday, 7.30am till 5.30pm. She receives funding to provide free early years education for two-, three- and four-year-old children. The childminder holds a qualification at level 3. She works with an assistant, who also holds a qualification at level 3.

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Inspection activities

n This was the first routine inspection that the provider 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 her evaluation of the provider. n The childminder explained her curriculum intentions to the inspector. n Discussions were held with the childminder and assistant at appropriate time during the inspection. n The inspector observed children's activities and routines and their interactions with the childminder and assistant and evaluated the impact on their learning and development. n A sample of documents were viewed by the inspector. These included a record of training for the childminder and some of the policies and procedures. n Written feedback from parents was reviewed by the inspector, who took account of their views. n Children chatted and interacted with the inspector.

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Inspection activities

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

4 June 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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