Cairns, Anne Marion

Overall effectiveness Good

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

p.1

The provision is good

Children confidently leave their parents and carers at the door. They are eager to explore what the childminder provides at her home-from-home setting. Children clearly show they feel safe and secure in the childminder's care. Older children chat to her about their morning so far and share their news enthusiastically. Younger children climb on the childminder's knee for a cuddle and snuggle in close. The childminder is warm and attentive, listening with care to each child and responding positively. This helps them to feel valued. The childminder supports children's emotional well-being very effectively.

p.2

The provision is good

Children benefit from a childminder who knows them well and knows how to support their learning. She plans a curriculum that helps to prepare children to move on to the next stage in their education. For example, the childminder supports and encourages them to become independent and confident. Children show they enjoy the opportunity to practise skills such as pouring their own drinks. They are self-motivated and keen learners.

p.2

The provision is good

The childminder is a positive role model for children. She supports them to understand when and how to use good manners. Children listen and respond to the childminder. For instance, when she asks children to tidy away resources, they return to the table and help. Children show positive attitudes and behave well.

p.2

need to do better?

n The childminder carefully plans for children's learning and monitors the progress they make. She knows what children like to do and how to engage them in their learning, such as by using their current interests. Younger children like to fill and empty pots. The childminder makes sure she has these resources readily available for children to explore. They are interested and excited as they play and learn. n Children benefit from good support to develop their understanding of the world. For instance, the childminder takes them to visit the allotment to plant seedlings and water plants. She regularly offers children many opportunities in the local community, such as to visit play parks, woodlands and farms. This helps children learn about the wider world in which they are growing up. n The childminder supports children to develop their understanding of mathematical concepts. For instance, they count objects as they play. This helps

p.2

need to do better?

them to make links to numbers they already know. n The childminder encourages children to develop healthy and active lifestyles. For instance, she chats to children about nutritious choices for their meals. Children benefit from daily opportunities to be physically active in the fresh air. The childminder supports children's good health effectively.

p.2

need to do better?

31 July 2024 n Children have many opportunities to make choices and decisions. They can freely access many resources, and choose where to play. At times, though, the childminder steps in with solutions before children have time to think of their own ideas. Occasionally, she does not fully support children to solve their own problems. n Overall, the childminder is an effective teacher. For example, she helps children enjoy listening to engaging songs and stories. This supports their communication well. She repeats back what children say and introduces them to new words as they play. The childminder uses questioning to encourage children's speech. However, she does not consistently wait for children to think and respond. This does not support children to broaden their vocabulary further. n Younger children demonstrate their resilience, such as when they thread shapes. They thrive with positive support and encouragement from the childminder. She

p.2

need to do better?

supports their self-confidence well. n The childminder is proactive and seeks out opportunities to develop her practice. For instance, she has attended training to develop her skills further to support children's learning. This helps her to keep her knowledge current and benefits the children she cares for. n The childminder builds effective partnerships with parents and other settings that children attend. She is an effective communicator. This helps to provide high levels of continuity for children's care and learning.

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 enhance opportunities for children to apply their thinking skills and problem- solve independently n provide more consistent support for children's language skills by giving them time to think and respond to questions.

p.3

Setting details

Unique reference number 110958 Local authority Hampshire Inspection number 10354950 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 13 November 2018

p.4

Information about this early years setting

The childminder registered in 1997 and lives in Alton, Hampshire. She provides care for children Monday to Thursday, from 8am to 5.30pm, for most of the year. The childminder holds a relevant childcare qualification at level 3. She can accept early education funding for children aged two, three and four years.

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 that 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 explained her intentions for children's learning to the inspector. 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 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.

p.4

Inspection activities

31 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

31 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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