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 and her assistant provide children with a warm, welcoming and caring environment. They have developed strong bonds with the children they care for. Children illustrate this as they appear relaxed, confident and content. Babies look to the childminder and her assistant for reassurance when they are upset or tired. These trusting relationships give children confidence to explore their environment. Children play well alongside their friends, sharing and taking turns. The childminder regularly meets up with other local childminders and their children to provide more social interactions for the children.

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The provision is good

The childminder has high expectations of what children can achieve. She has devised an ambitious curriculum that is based on children's interests and what they need to learn next. Babies and young children begin to develop skills of independence and resilience. For example, they attempt to put on their shoes or feed themselves at snack time.

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The provision is good

The childminder creates a well-thought-out learning environment that allows children to immerse themselves in play. Children enjoy exploring the wide range of sensory experiences on offer. For example, they focus intently as they develop and build on their skills, such as filling and emptying containers with sand. The childminder demonstrates to children how things work, for example squirting water from a water gun. She then gives children time to coordinate their developing fine motor skills, providing lots of encouragement. When children achieve their goal after concentrating hard, the childminder rewards them with lots of praise. Children beam with pride, showing high levels of self-esteem.

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need to do better?

n The childminder is passionate about providing high-quality care and education for every child in her care. She prioritises her own professional development to help develop her knowledge and skills. For example, recent training has improved her knowledge in recognising and supporting different patterns, or schemas, in children's play. n The childminder's assistant feels well supported in her role and understands her responsibilities. However, the childminder has not fully established precise training, coaching and support to help her assistant develop her practice further. For example, her assistant is less confident in her interactions with children to fully extend their learning during activities. n Partnerships with parents are very strong. Parents express a tremendous amount of praise for the care and education their children receive. They remark that the childminder's communication is excellent. The childminder shares

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need to do better?

children's next steps with parents to ensure continued learning at home.

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need to do better?

24 June 2024 n The childminder forms effective and positive relationships with other settings the children attend. This results in a successful approach to meeting children's needs and promotes consistency in care and learning. n The childminder understands how the language of mathematics can be taught during activities and child-led play. For example, she encourages children to count how many scoops of sand it takes to fill a container. Younger children count to five and beyond with the support of an adult. Children are acquiring early mathematical knowledge in preparation for later learning. n The childminder supports children's communication and language development effectively. She narrates what they are doing and models language very well. Children listen to stories and begin to recall some key words from stories they have previously heard. The childminder shares a large repertoire of songs with

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need to do better?

children, which helps to build their vocabulary further. Children giggle in delight as they sing 'Row, Row, Row Your Boat' as they splash around in the water with a toy boat. n The childminder supports children's health and hygiene well. She works with parents to ensure that snacks and packed lunches are healthy and nutritious. The childminder talks to parents about her expectations of the packed lunches they provide and works with children to help them to try new foods. This promotes children's understanding of a healthy lifestyle. n The childminder teaches children how to stay safe, both in the house and when on outings. For example, children learn about road safety when they are out and about. The childminder talks to the children about why it is important to wear a hat in the sun. This helps children to learn how to keep safe in the sun. n The childminder helps children to develop their understanding of the different

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need to do better?

celebrations and festivals of other cultures and religions. She finds out about children's backgrounds when they first start and uses this information to plan activities to help children learn about these cultures. Children learn to be tolerant and respectful of others.

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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 develop the supervision arrangements in place for the assistant so they can improve their skills to deliver a highly effective curriculum.

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Setting details

Unique reference number EY500734 Local authority Hampshire Inspection number 10350975 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 25 Date of previous inspection 21 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Oakley, Basingstoke. She operates all year round, from 7.30am to 6pm, Monday to Thursday. The childminder works with an assistant. The childminder holds an appropriate early years qualification at level 3. Funded early education is available for two-, three- and four-year-old children.

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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 and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Children spoke to the inspector during the inspection. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint observation of a group activity with the childminder.

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Inspection activities

24 June 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

24 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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