Binns, Josephine

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 benefit from an ambitious curriculum that encourages exploration outside and independence. The childminder watches children carefully while supporting them to take manageable risks in their play. For instance, she challenges older children to climb to the top floor of a tall but sturdy playhouse. Other children are asked to carefully carry wooden stepping stones across the garden for an activity. Children show they can follow the childminder's instructions sensibly and understand the rules that help keep themselves safe.

p.2

The provision is good

The childminder is an excellent role model for communication. She speaks to every child with kindness and respect. She shows interest in what children are doing by getting down to their level and carefully following what they see and say. This has helped children to develop strong attachments and a mutual respect for the childminder. They behave well and want to help her when needed. For instance, children prepare activities by laying out resources and tidy up after themselves.

p.2

The provision is good

The childminder builds children's confidence to use new language by carefully sequencing tasks. For instance, older toddlers explore a wide selection of model sea creatures before answering questions about sea life. The childminder also encourages them to talk about their own experiences at local aquariums. This supports children to explore new language within context and share their experiences with others.

p.2

need to do better?

n The childminder has created an engaging curriculum with a strong focus on mathematics. For instance, she lets children notice how containers change weight as they fill with water, repeating and extending the mathematical language that children say. The childminder also incorporates sorting and counting into her activities and questions children's understanding of number and quantity, for instance, counting fingers and toes on hands and legs of animals. Children are consistently given opportunities to learn new concepts and build on their mathematical knowledge further. n The childminder asks thoughtful questions that help children understand the world around them. For example, she asks children to consider why water in a container looks a certain colour. However, at times, the childminder does not consistently support children to fully explore a task or investigation. For example, on occasion, children interrupt each other or distract the childminder,

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need to do better?

and she moves on to another activity before children have fully answered a question or finished what they were doing. This results in some ideas and answers not being fully explained to children. n Parent partnerships are strong. The childminder communicates with parents on a

p.2

need to do better?

15 August 2024 daily basis, sharing updates and photos of children's special achievements. Parents say their children have developed their vocabulary and shown increased confidence in social play while attending the setting. Parents trust the childminder's experience and look to her for advice on a range of topics. In addition, the childminder ensures that any important home routines are followed closely at the setting. This provides a continuity of care that supports children's ongoing well-being. n The childminder plans dynamic activities that interest children. For instance, she captures their attention when exploring how water pours and flows and brings stories alive when reading books. However, on occasion, much younger children cannot reach the resources they need to fully engage with larger group activities. As such, some children do not always benefit fully from the learning in the way the childminder intends them to.

p.2

need to do better?

n There is very good support for children and their families who are new to the setting. Before children start, the childminder assesses what families need through initial visits and settling-in sessions. The childminder is extremely nurturing and is very skilled at settling younger, less confident children who may become upset when their parents drop them off. This supports very young children to feel better and settle quickly when they first start. n The childminder provides ample opportunities for children's physical development. She takes the children on numerous trips to local parks, nature resources and activity centres. In addition, the childminder's purposeful garden offers a wealth of areas for running, climbing, jumping, pulling and pushing on swings, logs, stairs, walls and slides. Children show their love for being outdoors while developing gross motor skills that support their ongoing development.

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 support for children to finish tasks they are engaged in and process questions without unnecessary interruptions to further extend their understanding and development n strengthen the planning of group activities to help the youngest children fully benefit from the experiences that are offered.

p.3

Setting details

Unique reference number 110782 Local authority Hampshire Inspection number 10355158 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 4 Number of children on roll 9 Date of previous inspection 20 November 2018

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Hordle, Hampshire. She operates all year round, from 8.30am to 5.30am, Monday to Friday. The childminder holds an early years qualification at level 3. She provides funded early education for children up to four years of age.

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 his evaluation of the childminder. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n The childminder spoke to the inspector about children's learning and development and the focus of her curriculum. n Parents shared their views of the setting with the inspector. n The childminder spoke to the inspector about her understanding of safeguarding and her responsibilities for children's well-being.

p.4

Inspection activities

15 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

15 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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