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 provides a warm and safe environment for the children. Children want to be with her and are happy in her care. The childminder provides lots of opportunities for the children to explore and be curious. For example, she sets up activities, but children can also access their own resources. Children sometimes seek out the childminder for reassurance and support. The childminder has built a strong relationship with her children and is very attentive to their wants and needs. Children are constantly praised for their achievements. This helps them to develop positive self-esteem.

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The provision is good

The childminder follows a curriculum which allows for many different teaching styles. For example, she encourages children's curiosity and imagination, using a range of resources. She follows the children's interests and uses these to extend their learning. For example, children enjoyed looking at themselves in mirrors, so the childminder made puzzles of their faces. Children look in the mirror and make their puzzle face, understanding where their features go. This moved on to learn about different emotions. The childminder successfully develops children's knowledge by keeping them engaged in their learning.

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need to do better?

n The childminder keeps up to date with relevant training. For instance, she has completed courses about sensory differences and developing the early years foundation stage. She works effectively with other childminders. They regularly discuss professional development and support each other's well-being. The childminder knows her families well and thinks of ways to expand children's prior experiences and introduce new activities. For example, they visit local parks, wildlife centres and playgroups with other childminders. Children are learning about their community and socialising with additional children and adults. n The childminder monitors and assesses children's progress and shares information with parents effectively, such as the progress check for children aged two years. This helps her successfully work with parents to ensure consistency in the children's learning and development. However, the childminder does not

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need to do better?

always use information from assessments successfully to help her plan precisely for children's individual learning. This means that, at times, activities do not build step by step on children's knowledge and skills to extend their learning further. n The childminder manages behaviour well. The rules are clear and simple, and the childminder reminds the children of them throughout the day. For example, children wash their hands before eating and sit nicely for food times. Children follow these rules with ease. They follow the routines and structures of the day. The environment is calm and behaviour is good.

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need to do better?

30 July 2024 n The childminder uses a range of techniques to support children's communication and language skills. For example, she uses rich language, describes what they are doing and models the correct words. The childminder sings and reads stories to the children regularly. Children communicate confidently with the childminder and respond to her questions. They are learning new language and developing their listening skills. n There are opportunities to extend children's mathematical development. The childminder ensures children gain a full understanding of an idea before challenging them further. For example, children work with numbers comfortably to three before moving on to five. The childminder uses resources that the children find interesting, such as ducks and water, to support this learning. She then extends the activity further to teach about different sizes, using words like 'smaller' and 'bigger'. The ducks are then changed for different colours to test

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need to do better?

children's colour skills. Children become confident at using mathematical ideas in their play. n The childminder has extensive knowledge of special educational needs and/or disabilities (SEND). She ensures children with SEND are supported swiftly. For example, she helps parents to seek support from relevant agencies when necessary. The childminder also supports children who speak English as an additional language. She uses a range of approaches to support these children's needs. For example, she gains eye contact with the child, models basic language and uses sign language. This gives every child the opportunity to progress in their development. n Parent partnership is strong. The parents praise the childminder for promoting an inclusive setting that meets their children's needs. The childminder communicates frequently with parents, who are happy with the care provided.

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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 strengthen planning of activities to focus more precisely on children's individual learning.

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Setting details

Unique reference number EY440742 Local authority Hampshire Inspection number 10350910 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 3 Date of previous inspection 12 September 2018

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Information about this early years setting

The childminder registered in 2012. She lives in Kings Worthy, Hampshire. The childminder operates her service from 7.45am to 6pm, Tuesday to Thursday, for most of the year, with extended holiday periods by agreement. She provides funded early education for two-, three- and four-year-old children. The childminder is a qualified teacher.

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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 inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. 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.

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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

30 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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