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

p.1

The provision is good

The childminder is warm and welcoming to children. They eagerly chat to her and seek out her company, such as to share books and toys. She is responsive and attentive to children. They clearly feel safe and secure in her nurturing care.

p.2

The provision is good

The childminder is a calm and positive role model for children. She has high expectations for children and encourages them to develop positive attitudes to their learning. Children listen attentively to the childminder and follow instructions. For instance, they help to tidy up when asked and play cooperative games. The childminder helps children to identify and regulate their emotions, and they behave well.

p.2

The provision is good

Children benefit from a varied curriculum, designed by the childminder to help them to learn new skills. For example, they develop good manners and learn how to communicate effectively and how to play with others. The childminder makes good use of additional funding to help meet children's individual needs. For instance, she buys specific resources to support children. This is effective in helping children make good progress in their learning. They are ready to move on to the next stage in their education.

p.2

need to do better?

n The childminder understands how children learn. She knows the children she cares for well and plans activities that engage and motivate them in their learning. For instance, children enjoy a throwing activity, where they match bean bags with hoops. This supports their physical development well. n The childminder monitors the progress children make in their learning. She readily identifies any gaps children may have and makes plans to close these. For example, she uses a range of activities to support children to improve their tongue and mouth movements. This helps children to develop their speech sounds and words more clearly. n Overall, the childminder is an effective teacher. She helps children to learn as they explore and play. For example, when children find an empty snail shell, the childminder encourages children to consider why the shell is empty. However, this is not consistent. Occasionally, the childminder does not give children the

p.2

need to do better?

time or opportunity to think of answers to her questions. This does not fully support children to develop their critical thinking skills. n The childminder places a high focus on ensuring children develop into confident communicators. She adds in new words for children to hear as they play. For instance, she extends children's vocabulary well, talking about the 'middle' of the hoop and teaching children that this is the same as the 'centre'. The childminder repeats back words that children say so that they can hear them correctly. She

p.2

need to do better?

26 June 2024 provides good support for children's developing speech. n Children are curious and self-motivated learners. The eagerly join in with activities that the childminder plans to support their learning. For example, they enjoy making gingerbread dough. They show pride in what they do saying, 'I did it,' and 'look', as they make shapes with the dough. Occasionally, though, the childminder does not fully support children to solve their own problems or think of their own ideas. For instance, she tells children what shapes to make with their dough. This does not fully support children to try things for themselves and make independent choices. n Children enjoy a wide range of activities and experiences with the childminder. For instance, they visit the allotment, go the local parks and social groups. This helps them to see different people and different places. They develop an understanding of the wider world in which they are growing up.

p.2

need to do better?

n The childminder develops positive partnerships with parents. She is an effective communicator and works with parents to ensure high levels of continuity for children's care and learning. n The childminder seeks out opportunities to develop her skills and knowledge further. For instance, she has attended a training course about mathematical development. This has helped her add in new ideas to support children's early mathematical skills. She reflects that children use numbers in their play more readily now. They benefit from her professional development.

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 challenge children's learning further by giving them time to think and respond when asking questions or giving explanations n give children more time to experiment and problem solve for themselves so that they can develop more independence.

p.3

Setting details

Unique reference number EY350155 Local authority Hampshire Inspection number 10347010 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 6 Number of children on roll 10 Date of previous inspection 28 August 2018

p.4

Information about this early years setting

The childminder registered in 2007. She lives in Waterlooville, Hampshire. The childminder provides care Monday to Friday from 7am to 5.30pm throughout the year. She receives funding for the provision of free early years education for children aged two, three and four years. The childminder holds an early years qualification at level 5.

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 this into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The inspector talked to the childminder and children at appropriate times during the inspection. n The inspector completed a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request, including evidence of suitability of household members. n Parents shared their views of the setting 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

26 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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