Lanes, Gillian

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

p.1

The provision is good

Children are happy, confident and show high levels of emotional well-being. The kind and caring childminder and her assistants provide a warm and friendly environment where all children thrive.

p.2

The provision is good

Children's communication and language skills are good. They are confident speakers and talk to the childminder about what they are doing. For example, during role play, children pretend they are going on holiday. They tell the childminder that they need to pack a suitcase and say that they are going on a cruise. Throughout activities, the childminder provides a dialogue and introduces new words to extend children's vocabulary. For instance, she teaches children the names of sea creatures, such as 'lobster', 'octopus' and 'dolphin'. When children question what a cuttlefish is, they learn that it is a type of sea creature and find out how it uses its tentacles to move through water.

p.2

The provision is good

Children have fun as they learn. They are friendly and show confidence around visitors. They behave well and have a positive attitude to learning. The childminder acts as a good role model and sets clear rules and boundaries to help guide children's positive behaviour. For example, children are encouraged to be kind to others, use good manners, share and take turns. Children are kind and caring. They play harmoniously alongside their peers and demonstrate high levels of respect and tolerance for others.

p.2

need to do better?

n The childminder demonstrates a good understanding of how children learn and develop. On entry to her setting, she assesses children's learning to find out what they already know and can do. She uses this information to plan a broad curriculum that focuses on what individual children need to learn next. Children are motivated to learn and eager to find out new things. n The childminder incorporates mathematics into everyday activities. Children are encouraged to count and use numbers during their play. For example, they search for hidden stones in sand and name the numbers that are written on them. n Children are eager to explore the toys and environment. However, there are times when the childminder interrupts their chosen play to refocus them on other adult-led activities. This does not give children time to become deeply involved in their own play to strengthen their skills and to develop their concentration.

p.2

need to do better?

n The childminder provides children with a range of experiences to learn about how to protect the wider world. For instance, she takes the children litter picking in the local community and teaches them about the impact that rubbish has on

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need to do better?

13 August 2024 sea creatures. n The childminder recognises the importance of teaching children to value and respect the differences and similarities between themselves and others. She provides experiences to help children to learn about communities and families beyond their own. For example, she encourages children to sample foods from around the world and discusses different festivals and traditions. n The childminder is committed to ensuring that children develop an awareness of the importance of leading a healthy lifestyle. Children have plenty of fresh air and physical activity through regular visits to parks, woodland and playing outdoors in the childminder's well-resourced garden. They follow robust hygiene practices and understand the importance of making healthy food choices. n The childminder has developed strong relationships with children's parents. She ensures that they are kept fully up to date on daily activities that the children

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need to do better?

enjoy. The childminder shares her assessments of children's development and makes suggestions on how parents can support children's learning at home. These positive connections help to provide continuity in children's development and learning. n Overall, the childminder supports her assistants well. She makes sure that they understand their responsibilities to promote children's safety and welfare. For example, she ensures that they have a good understanding of safeguarding and a first-aid certificate. However, she focuses less on enhancing their knowledge of how to promote children's learning, to further support the implementation of a high-quality curriculum.

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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 strengthen the support for children to lead their own play, consolidate their skills and develop their concentration n focus more precisely on the ongoing support and professional development of assistants, to further enhance the implementation of the curriculum.

p.3

Setting details

Unique reference number 112777 Local authority Hampshire Inspection number 10359753 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 6 Date of previous inspection 17 December 2018

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Information about this early years setting

The childminder registered in 2001 and lives in Farnborough, Hampshire. She works with an assistant. They operate all year round from 7.30am to 6.30pm, Monday to Friday. The childminder holds a relevant qualification at level 3. She provides 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 setting. n The inspector carried out a learning walk to discuss the childminder's curriculum, including how the childminder assesses and plans for children's learning. n The inspector observed the quality of teaching during activities and jointly assessed the impact on children's learning and personal development with the childminder. n The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection. The inspector also discussed the arrangements for safeguarding children and the childminder's reporting procedures. n The inspector took account of parents' views through written feedback provided.

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Inspection activities

13 August 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

13 August 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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