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 Not applicable

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The provision is good

The childminder demonstrates a positive and caring manner with the children. She recognises and responds to children's care needs, such as when they are getting hungry or tired. This helps children to feel safe and secure. Children arrive excited to start their day and settle quickly at the activities set out for them. Children illustrate this as they begin building with blocks as soon as they arrive to create their own structures, such as castles.

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The provision is good

The childminder is aware of how children learn and develop. She has constructed a curriculum to ensure that all children make good progress from their starting points. The childminder uses information that she gathers from parents to find out about what children like and about their routines before they start in her care. This helps her provide activities and resources that reflect children's interests.

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The provision is good

Children choose activities and resources that interest them. For instance, they enjoy imaginary play as they push dolls around in toy pushchairs. Children work together to dress and change the dolls and pretend to put them down to sleep. From an early age, they begin to negotiate with their peers in their games, helping them test out rules, such as sharing and taking turns for themselves. This helps children build respect for others.

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need to do better?

n The childminder works closely with parents. She uses a variety of methods to maintain communication, including conversations at handover and a daily diary. The childminder gives parents ideas and support on how to encourage children's development at home. This helps to promote continuity in care and learning. Parents comment that the childminder is 'one of a kind' and 'goes above and beyond for children'. n The childminder shows a positive commitment to the continued development of her childminding service. She reflects on her practice and identifies what she does well and the areas she can develop to enhance children's experiences in her care. The childminder has completed all mandatory training and accesses online training and webinars to continually improve her professional development. n The childminder is aware of the skills that children need in readiness for starting school. She uses this information to carefully sequence children's learning to

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need to do better?

ensure that they are building on their capabilities. For instance, the childminder helps children to develop their small hand muscles in preparation for holding a pencil, implementing activities such as using tweezers to sort objects. n The childminder places a strong focus on supporting children's communication and language skills. She initiates singing throughout children's play, giving them

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need to do better?

3 September 2024 further opportunity to practise their speech development and introduce a range of vocabulary. Children learn to count during familiar number rhymes. This helps children to become confident communicators and begins to support their awareness of numbers. n The childminder places a high priority on numbers, counting and using language, such as 'big' and 'small', while playing. For example, children concentrate well and persevere as they fill and empty containers with coloured rice. The childminder encourages them to discuss the size of the containers and count the number of scoops they pour. These opportunities help children develop early mathematical skills. n The childminder promotes healthy eating and oral hygiene. For example, children know the importance of brushing their teeth. The childminder teaches children to wash and dry their hands before eating and after using the toilet. This supports the development of healthy lifestyle habits. However, on occasion,

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need to do better?

the childminder does things for children that they could do for themselves. This does not fully support children to build on their independence skills. n Children benefit from visiting the library and soft-play centres and going on woodland walks. This helps to build their confidence and awareness of the world around them. However, less focus is placed on supporting children to develop their understanding of different cultures and religions. n Children are highly motivated and show their love of books. They snuggle up with the childminder to read their favourite stories. The childminder uses this opportunity well to talk to children about the words in the book and encourage their understanding of new vocabulary. For example, she encourages children to point to different colours in the book and explains the meaning of new words such as 'indigo'. Children then recall and use these words in their own play.

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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 strengthen the support for children to further develop their independence skills n expand on the range of opportunities for children to learn about diversity and lives that are different to their own.

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Setting details

Unique reference number 2681941 Local authority Hampshire Inspection number 10360117 Type of provision Childminder Registers Early Years Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Camberley, Surrey. She operates all year round, from 7am to 5.30pm, Monday to Friday. The childminder holds a relevant childcare qualification at level 3. She provides funded early education for two- and three-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 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 interactions between the childminder and the children. n Parents shared their views of the childminder with the inspector.

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Inspection activities

3 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

3 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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