Childminder in Hampshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Met

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The provision is outstanding

Children thrive at the setting as a result of the highly nurturing childminder. They listen eagerly and watch closely as she carefully models skills during interesting activities. The childminder consistently gives children the freedom to attempt skills on their own. For example, she gives children the confidence to use walking stilts, climb up steps and sing new songs. This motivates children to achieve, and they show exceptional attitudes to their learning.

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The provision is outstanding

The childminder creates captivating activities that inspire high levels of curiosity in children. For example, children delight in weighing small dinosaurs on a set of scales when exploring concepts of light and heavy. Children demonstrate high levels of sustained concentration as they closely examine the world around them. For instance, older children independently return to an activity, then sift through a tray and find a corn kernel with strange bumps. They excitedly share this new detail with their peers. This shows that children are highly interested in what they are doing.

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The provision is outstanding

The impact of the childminder's effective focus on social skills is that all children show courtesy and kindness, and their behaviour is impeccable. They demonstrate superb table manners when eating together. Older children share resources beautifully and support their younger peers to join in. This creates a very calm and supportive environment which helps children to feel safe.

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need to do better?

n The childminder has designed a coherent and extremely well-sequenced curriculum. Teaching focuses on improving children's independence and social skills by gradually building confidence. Children are taught to think for themselves. For example, young children are encouraged to problem solve to open containers, fetch their own bottles or find better ways of reaching for resources. Older children are taught the skills to get themselves ready for lunch or outside play. All children accept guidance readily and their attempts are always celebrated. This supports children to want to do things for themselves. n The childminder has an exceptional understanding of how children learn. She has identified what motivates each child in her care to progress. For instance, she understands that some children love helping, while some have a vivid imagination, or learn new skills by watching their peers closely. As a result, the

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need to do better?

childminder is able to adapt activities to make them engaging for each individual child and specifically target areas for development. n The childminder regularly gathers information on children's progress. She creates baseline assessments when children start at the setting. She sets 'next steps' for each child which are regularly reviewed with parents. Further

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need to do better?

23 July 2024 assessments include details of how parents can support their children to learn at home. Older children receive detailed assessments in preparation for their transition to school which are shared with new teachers. Consequently, all adults involved in children's early education are able to consistently build on what children know and can do. n Parent partnerships are highly effective. Parents feel the childminder listens to their children. The exceptional communication between the childminder and parents fully supports children's well-being throughout their day. In addition, the childminder uses her good knowledge of services available in her local community to connect parents to other professionals to support children's individual needs. As a result of their time with the childminder, children have become much more confident in social situations away from the setting. n The childminder has superbly supported children with speech delays to develop

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need to do better?

their confidence in social situations. She has nurtured these relationships to build high levels of trust. For example, she has developed a bank of 'brave' words that less confident children feel more able to say. As a result, less confident children who start at the setting with limited speech quickly progress to be able to lead activities and talk confidently to their peers. n The childminder is a reflective practitioner. She has identified she would like to seek further specialist knowledge in advance of caring for any children with special educational needs and/or disabilities. She is proactive in reaching out to other professionals. For instance, before teaching children the specifics of healthy teeth brushing, she sought advice from a dentist. She is also able to evaluate activities and suggest changes to improve her already strong practice, such as revising the location of some activities to allow young children quicker

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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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Setting details

Unique reference number EY471404 Local authority Hampshire Inspection number 10351177 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 4 Number of children on roll 5 Date of previous inspection 11 October 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Hatch Warren, Basingstoke. She operates Monday to Thursday for most of the year and can also provide before- and after-school care for older children. The childminder is able to provide funded early education 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 childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about children's learning and development, with a particular focus on personal and social development. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

23 July 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

23 July 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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