Holland Teresa Rose

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

p.1

The provision is good

Children are happy and joyful at the childminder's home. They get involved, and they explore the many resources that are available. Children feel safe and secure. They build strong bonds with the nurturing childminder. Children go to her for cuddles, and they play enjoyable games, such as hide and seek. The childminder builds on children's language as they gesture to share what they need. She provides them with words and signs to broaden their understanding further.

p.2

The provision is good

The childminder has an ambitious curriculum in place. She plans for children's individual learning carefully. The childminder follows children's interests closely and provides stimulating resources. When children show an interest in filling and emptying, she provides plenty of containers and loose parts. Children enjoy these activities. They arrange and sort items with interest. Children are engaged in their play, and they maintain focus for long periods of time.

p.2

The provision is good

Children excitedly take a shark book to the childminder. Children are currently very interested in learning about teeth, so the childminder provides them with toothbrushes. They happily pretend to clean the shark's teeth. Children listen carefully as the childminder reads enthusiastically. Children develop a love of stories and books.

p.2

need to do better?

n The childminder knows children's stage of learning well. She understands how to support children with special educational needs and/or disabilities. The childminder works with parents to assess children's progress effectively. She implements individual plans to support children with their next stage of learning. This supports all children to achieve the best outcomes. n Children's emotional security is supported well. The childminder uses visual clues to support children as they toilet train. She is highly responsive to children's care needs, such as when they have runny noses. The childminder encourages children to wipe them independently. She continues to remind them to wash their hands. Children learn about good hygiene and health. n The childminder knows how to increase children's early mathematics skills. She uses opportunities to count with children and discusses the shapes of objects. Children begin to recognise shapes for themselves and match them with colours

p.2

need to do better?

during an activity. Children learn about mathematical concepts appropriate for their age and stage of learning. n The childminder works closely with parents to ensure that they are kept informed about children's progress. She provides them with ideas and resources to increase children's learning at home. This means that children benefit from a shared approach to their learning. Parent partnerships are strong.

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need to do better?

28 May 2024 n Children have access to a range of experiences that enrich their learning. The childminder plans frequent trips to local parks. She provides them with equipment, such as balls and hoops, to enhance their coordination skills. The childminder also incorporates activities such as vegetable growing into her curriculum. This is so that children can learn about growth and where food comes from. Children benefit from meaningful learning activities. n Children's communication and language skills are promoted consistently. The childminder talks with children and provides them with simple words. For example, when children are exploring a toy dentist kit, the childminder models words such as 'mirror' and 'mouth'. Children are supported as they begin to build their early vocabulary. n Children behave well. They begin to understand the importance of sharing and taking turns. This is modelled by the childminder. She offers children lots of

p.2

need to do better?

praise as they happily share out their toys. However, at times, the childminder does not explain why simple rules are in place. This means that children do not always receive clear information about the expectations of their behaviour. n The childminder frequently engages in professional development courses. She has recently accessed training to increase her understanding of science in early years. The childminder is proactive in keeping her knowledge up to date to continually raise teaching standards.

p.3

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 the support for children to fully understand rules and behavioural expectations.

p.3

Setting details

Unique reference number 143272 Local authority Portsmouth Inspection number 10339257 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 7 Number of children on roll 7 Date of previous inspection 6 July 2018

p.4

Information about this early years setting

The childminder registered in 1997. She lives in Portsmouth, Hampshire. The childminder operates for most of the year, from 7.30am to 6pm, Monday to Friday. She holds a relevant early years qualification at level 3. The childminder provides funded early education for three- and four-year-old children.

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 childminder and has taken that into account in their evaluation of the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the interactions between the childminder and the children. n The inspector carried out joint observations of activities with the childminder. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning.

p.4

Inspection activities

28 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

28 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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