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

Children are very happy at this nurturing home. They receive an abundance of cuddles from the childminder, with whom they have built loving bonds. The childminder recognises when children may need extra reassurance and provides this through warm interactions. This helps children to feel safe and secure in her care. On arrival, children excitedly enter her welcoming home and quickly engage in their learning. The childminder encourages children to develop a love of books and stories. For example, they look at the pictures and excitedly identify the characters they see.

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The provision is good

The childminder is a positive role model and has high expectations for children's behaviour. She values children's opinions and responds swiftly to their emotional needs. Children behave well, and minor disputes are quickly settled. They become increasingly independent and develop confidence with their self-help skills. For example, they use cutlery and older children manage their own personal hygiene well without needing support.

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The provision is good

The childminder plans a range of activities to broaden children's learning. For example, in the garden, children harvest the vegetables they planted as seeds and observe how they have grown. Once they are ready, children excitedly pick items, such as tomatoes, to have for their lunch. This enables children to develop an understanding of where food comes from and encourages them to try different fruits and vegetables.

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need to do better?

n The experienced childminder has a positive attitude to her continued professional development. She accesses regular training and uses information from support networks to keep her knowledge up to date. For example, recent training has helped her understand how to effectively support children with special educational needs and/or disabilities (SEND). She now uses visual aids, such as a 'now and next board', to help children understand the daily routine. n Overall, partnership with parents is strong. Parents describe the childminder as a 'warm and caring individual'. The childminder holds daily conversations with parents and provides a daily diary to enable parents to read about their child's day. However, the childminder does not currently support parents so they can extend children's learning at home. n The childminder makes effective use of the early years pupil premium funding. For instance, she has purchased sensory toys to soothe and calm children with

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need to do better?

SEND. n The childminder generally supports children's communication and language development well. She provides a running commentary for children and

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need to do better?

21 August 2024 introduces new vocabulary. On occasion, the childminder does not give children enough time to respond to her questions. For example, she moves the conversation along too quickly, before allowing children time to reply. n The childminder plans a broad curriculum that is based on children's next steps in learning. For instance, children have great fun as they learn to squeeze pipettes to suck up paint and then squirt it out to create a picture. Activities such as these help children to develop their small muscles in preparation for later writing. n The curriculum focuses on building children's independence and getting children ready for starting school. The childminder supports children to develop independence skills, such as being able to put on their coat and shoes, feed themselves and express themselves confidently. Children learn to manage tasks confidently for themselves, such as chopping their fruit at snack time.

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need to do better?

n The childminder makes good use of her interactions to extend children's learning. For example, children use their imaginations outside in the sand tray. They enjoy filling and emptying containers and talk about what they have made. The childminder introduces language such as 'scoop' and 'empty'. The children repeat these words back to her and then independently use these new words in their play. n Children are supported to appreciate healthy lifestyles. They relish their time in the childminder's garden and demonstrate their growing physical skills. Children illustrate this as they manoeuvre ride-on toys with control, as well as climbing the steps of a small slide. Children confidently explain that they must wash their hands before eating to get rid of germs. These opportunities help children to value the importance of exercise and staying healthy.

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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 extend parent partnerships to further support children's continued learning at home n enhance strategies to support children's emerging language and communication skills.

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Setting details

Unique reference number EY538062 Local authority Hampshire Inspection number 10351075 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 8 Date of previous inspection 3 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Liphook, Hampshire. She operates all year round, from 8am to 6pm, Monday to Thursday. She provides funded early education for children aged two and three-years-old. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder spoke to the inspector about children's learning and development. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this had on children's learning. n Parents shared their views of the setting with the inspector. n A range of documentation was looked at, including safeguarding policies, training certificates and evidence of the suitability of adults living on the premises.

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Inspection activities

21 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

21 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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