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 Met

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The provision is good

Children are excited to enter, settle well and demonstrate they feel safe and secure. For example, they run up the drive to greet the childminder. Children have a strong bond with the childminder, who is nurturing and kind. She knows children well and identifies their next steps. The childminder ensures she gets to know children's families too, to help support children's development by creating a strong partnership. She reminds children to be polite and use good manners. They behave well, play happily with each other and make friends. This helps develop children's personal, social and emotional skills.

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The provision is good

Children enjoy spending time outside, where the fresh air and exercise promote their good health. For example, they have access to the childminder's garden and make use of the large field out in front of the house. Children get the chance to play and socialise with other children in the local community. This helps to develop children's social skills, which is identified as an area of focus by the childminder. All children make good progress, including those with special educational needs and/or disabilities and those who speak English as an additional language.

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need to do better?

n The childminder focuses on developing children's communication and language skills. For example, the childminder enjoys breakfast with children, allowing her to talk with them and ask them questions about their weekend. She extends this learning by planning the environment and providing activities to support this, and children enjoy taking part in the adult-led experiences she offers. However, on occasion, children have less opportunity to lead their own play, follow their interests and practise using the skills and knowledge they gain from planned activities. This does not fully support them to become motivated and independent learners. n The childminder has high expectations for behaviour and reminds children of the rules and boundaries in the setting. Children respect the childminder and each other and respond well to instruction. For example, the childminder asks children to make a fair decision and share resources with each other. She remains calm

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need to do better?

and gentle and speaks softly to children to encourage them to do the same. n The childminder ensures children are ready to move on to the next stage of their life by being school ready. She emphasises children's independence and self- care. For example, children take themselves to the toilet and try to dress themselves. The childminder extends this learning by helping children to understand the importance of oral hygiene. For example, after they have eaten their breakfast, she asks children to brush their teeth. Children show pride by showing the childminder their clean teeth. n The childminder works with children to encourage their mathematical skills. She

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need to do better?

30 July 2024 counts with them and uses activities and games to promote an interest in numbers, colours and shapes. For example, she uses coloured yoghurt tops and asks children to sort them into colours and amounts. Children focus and engage fully in this activity and relish in the praise given by the childminder. n The childminder keeps her knowledge up to date and current. For example, she ensures she attends regular training courses to improve her knowledge and further support the children in her care. The childminder identifies further training needed to support additional needs, such as how to support a child with speech delay and a severe allergy. n There are effective arrangements for working in partnership with parents. The childminder gives regular feedback to parents about children's development, their progress and the day they have just had. Parents say that the childminder ensures she implements routines in the setting that parents use at home to

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need to do better?

allow for consistency in learning. They complement the childminder in ensuring children make progress while in her care.

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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 enhance opportunities for children to follow their own interests, make choices and practise using their new knowledge and skills.

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Setting details

Unique reference number 111754 Local authority Hampshire Inspection number 10355230 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 2 Date of previous inspection 22 November 2018

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Information about this early years setting

The childminder registered in 1997. She cares for children Monday to Thursday, between 7.45am and 4.30pm, for most of the year. The childminder holds a professional childcare qualification at level 3. She is in receipt of funding for free 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 setting. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. 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

30 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

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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