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 happy, safe and secure in the childminder's home as they are familiar with the routine and surroundings. They are confident and explore freely, choosing from a variety of resources the childminder has set out for them. For example, babies squeal with delight as they explore plastic eggs. Older children enjoy playing with the magnets, joining them together and discovering how they stick to different surfaces.

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The provision is good

The childminder plans a curriculum based on the children's needs and development. Children spend time outside in the garden or on trips to the nearby parks. The childminder takes the children out into the local community. She gives the children opportunities to take part in new experiences. For example, children visit the local cafes and nature reserves. This enriches the children's experiences and helps them to learn about the world around them.

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The provision is good

The childminder has high expectations for children's behaviour. Children are kind and caring towards their friends. They are independent and know the routine. Children share the toys and play alongside each other. The childminder communicates well with the children. She places a strong focus on their happiness by responding to their needs. Babies and new children settling in receive cuddles and reassurance. This helps to support their emotional well-being.

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need to do better?

n The childminder keeps her knowledge updated, for instance through reading documentation and additional study. For example, she is currently undertaking a national programme which is supporting her in her work. This helps to ensure her practice remains current. As a result, she has implemented changes, such as having a 'word of the week' to help develop children's communication and language skills. n The childminder provides a curriculum that builds on what children know and can do. When children start, she chats with the parents about their development and needs. She uses this information as a baseline. This helps her plan opportunities and experiences to help children learn. However, some of the developmental next steps the childminder identifies for children are too broad, and do not focus precisely on what they need to learn next. This means that at times activities and experiences do not build on children's learning fully

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need to do better?

effectively, to further support their progress. n The childminder works very well with parents. She keeps them informed of their children's progress through regular updates on their development. Parents value this and comment that the childminder feels like an extension of their family. They say their children are thriving in her care. The childminder provides ideas

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need to do better?

4 September 2024 and resources to support children's learning and development at home. Children benefit from this joined up approach to their care and flourish in their learning and development. n The childminder knows the children in her care well. She provides opportunities that interest the children and meet their needs. For example, the childminder knows that new children enjoy playing with the garage and cars. She makes sure these are available when they arrive. n The childminder provides a range of activities to challenge thinking and problem- solving and children demonstrate positive attitudes to learning. For example, they persevere in their play when exploring dry pasta. Children concentrate hard as they use plastic scoops to collect it. As they experiment, they discover that it is quicker to transport the pasta using their hands and subsequently continue to fill their containers in a faster time.

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need to do better?

n The childminder understands the importance of working with local schools. Teachers come to visit the children in the setting. This helps to ensure smooth transitions when children move on to the next stage in their education. The childminder talks about the importance of getting children ready for school. She encourages children's independence from an early age. For example, children put on their shoes to go outside and put them in the cupboard when they return inside. n There are good arrangements to support children's health and emotional well- being. The childminder chats freely during personal care routines, such as nappy changing, and this builds on children's sense of belonging and attachment. She reminds children to wash their hands before mealtimes. This helps to develop their understanding of personal hygiene. The childminder provides fresh fruit and snacks for the children. Overall, due to the childminder's approach, children

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need to do better?

begin to understand the importance of healthy lifestyles.

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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 identify more specific next steps in children's learning and plan more targeted activities to help children build on their skills and knowledge.

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Setting details

Unique reference number EY535853 Local authority Hampshire Inspection number 10351039 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 5 Number of children on roll 4 Date of previous inspection 1 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Winchester, Hampshire. She operates all year round from 8am to 6pm, Monday to Wednesday, except for bank holidays and family breaks. The childminder has a level 3 childcare qualification. She receives government funding for free early education places for two-, three- and four-year-olds.

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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. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n Parents provided written reviews of the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 September 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

4 September 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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