Childminder in Portsmouth

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 confident and clearly enjoy their time in the childminder's care. They show that they feel secure and happily involve her in their play. The childminder is attentive to children and responsive to their needs. She notices what children like to do and plans activities that motivate them in their learning. They are eager learners who are keen to get involved in all that the childminder has to offer them.

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The provision is good

The childminder has high expectations for children to develop positive behaviour. She is a positive role model, and they behave well. The childminder has clear boundaries that children respect. She offers them plenty of warm praise and encouragement, for example when they are asked to tidy up. This helps to develop children's self-esteem.

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The provision is good

The childminder plans a curriculum for children that supports their learning and development in all areas. She offers them many opportunities and experiences that build on what they already know and can do. For example, children enjoy playing actively outdoors and learning to balance on stepping stones, taking turns as they play. They count the stones confidently, forwards and backwards. Children develop many skills to support them to move on to the next stage in their education.

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need to do better?

n The childminder places a high emphasis on supporting children to develop a good knowledge of their feelings and emotions. For instance, she skilfully uses conversations and lively discussions with children to help them recognise what they are feeling. The childminder teaches children that everyone is different and they can feel things differently. Children develop a good awareness of what makes them unique. n The childminder knows the children she cares for well. This helps her to assess what children already know and can do. The childminder readily identifies where children may need additional support for their learning. She puts effective plans in place to help close any gaps that children may have. For example, she borrows resources to help meet children's individual needs and extend their learning. Children make good progress in her care. n Generally, the childminder is an effective teacher. For instance, she chooses

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need to do better?

books to share with children suited to their level of understanding. Occasionally though, the childminder does not take account of when children lose focus. She does not help them to re-engage and keep their attention for longer. This means that some children do not benefit fully from her teaching. n Children benefit from meaningful learning as they play. For example, they spray warm water to help ice melt, and use hammers to free toy animals frozen in ice. This helps to support children's fine motor skills in a fun and engaging way. The

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need to do better?

28 June 2024 childminder helps children to develop resilience as she encourages children to keep on trying. Children show sheer delight when they free the animals, proudly saying, 'I did it.' They show persistence in their learning. n The childminder uses many opportunities to help children develop an understanding of the wider world. For instance, they go for walks locally and visit the library and local play parks. Children learn about different people and different places. n Children are kind and caring. For instance, older children offer younger children the resources they have been playing with. The childminder thanks and praises children for their help. Children learn to value each other and take turns with resources. n The childminder builds positive partnerships with parents. They comment on her effective communication. This helps them to know what their children do and learn in her care. However, the childminder has not established partnerships with

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need to do better?

other settings that children attend or will attend in the future, including schools. This does not help to ensure high levels of continuity for children's care and learning. n The childminder keeps her skills and knowledge current. For example, she has recently improved her knowledge about how to support children's early reading skills. The childminder reflects on how beneficial this has been to the children she cares for. Professional development helps her to maintain a secure understanding of how to provide a good-quality setting 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 take account of children's individual learning needs when delivering planned activities to help them maintain concentration and involvement for longer n develop partnership working with other providers to enhance children's transitions between settings and promote greater continuity in their care and learning.

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Setting details

Unique reference number EY546225 Local authority Portsmouth Inspection number 10350967 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 4 Date of previous inspection 20 September 2018

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Information about this early years setting

The childminder registered in 2017 and lives in Portsmouth, Hampshire. She provides care from 9am until 3pm, Monday to Friday, during school term times only. The childminder provides funded 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 this into account in their evaluation of the provider. 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 the intentions for children's learning. n The inspector observed the quality of education being provided indoors and outdoors. 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 and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

request, including evidence of the 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

28 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

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

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