White, Kristy Louise

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

Children enjoy their time at the childminder's home-from-home setting. They show they feel safe and secure, as the childminder and her assistant know the children's needs well. For instance, children benefit from cuddles and reassurance as they settle back into the daily routines after the summer break. This helps to build children's emotional security well. Children develop trusting relationships with the childminder, her assistant and their friends. Children enjoy each other's company and learn how to play together, developing their early understanding of sharing and turn taking.

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The provision is good

The childminder and her assistant work well together. They have a shared vision for children's learning and care, and high expectations for what children can achieve. The childminder works mainly with younger children and has a good understanding of their needs. She focuses her curriculum on supporting children's communication, social skills and physical development well. Together with her assistant, the childminder creates an environment where children can play and explore. Children enjoy learning, as the childminder offers exciting activities which motivate them. For instance, toddlers learn about features of their faces, as the childminder teaches them where their eyes, nose and ears are. Children enjoy using mirrors to look at themselves and their friends, as they learn about their differences and similarities and what makes them unique.

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need to do better?

n The childminder has a good knowledge about children's learning. She understands the interests of the children that she cares for and creates learning experiences with this is mind. Babies and toddlers develop good physical skills, as the childminder offers them plentiful opportunities to develop their large- and small-muscle skills. For instance, babies practise using spoons to scoop foods, as they learn how to coordinate their movements to feed themselves at mealtimes. Toddlers become confident in moving from indoors to outside to play, as the childminder encourages their growing confidence in walking and exploring their surroundings. n Children develop good levels of emotional security and well-being in the childminder's care. Younger children and those who take a little more time to settle, benefit from the close comfort and reassurance they need to help them ease back into daily routines. The childminder knows the emotional needs of her

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need to do better?

children well. Her interactions are kind and gentle. Children build strong relationships with the childminder and her assistant. This contributes to the youngest children's sense of security and safety at the setting. n The childminder makes regular observations and assessments to plan and provide learning experiences that contribute to children's good progress. She

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need to do better?

11 September 2024 knows what she wants children to learn next and plans activities to support this. However, sometimes the next steps she identifies are broad and do not help her to precisely target and sequence children's learning as fully as possible. n Children benefit from a language-rich environment to build on their communication and language skills. The childminder and her assistant talk to children as they play, modelling new language for them to hear and practise using. For instance, as toddlers notice pictures of different animals the childminder names the octopus. Children hear the word clearly spoken, so that they repeat back what they hear and build on their growing language skills. Children learn new words rapidly, which helps to support their developing communication skills. n The childminder and her assistant work together well to evaluate and improve their provision. The childminder takes a proactive approach to building on her

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need to do better?

knowledge and skills. She attends mandatory training, such as keeping her and her assistant's safeguarding knowledge up to date. She gains the views of parents and children, alongside her discussions with her assistant, to evaluate her provision. This helps her to make positive changes to meet the needs of children in her care. n Parents speak very positively about the childminder. They value the opportunities children have to learn about the community they are part of, such as visits to country parks and woodlands. Parents are kept informed of their children's daily activities and progress through the relationships that the childminder has successfully established with them. However, a two-way flow of information is not always successfully promoted with all parents, to help embed and continue children's learning at home.

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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 place a sharper focus on planning and sequencing children's next steps in learning, to help them make even better progress n strengthen the arrangements for gathering and sharing information with parents, to maximise the support for children's all-round learning and development.

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Setting details

Unique reference number 2758443 Local authority Hampshire Inspection number 10349712 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 12 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered with Ofsted in 2023 and lives in Fleet, Hampshire. She provides care for children from 7.30am to 5.30pm, Monday to Thursday, all year round. The childminder works with an assistant. The childminder provides funded early education for two-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable.

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Inspection activities

11 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

11 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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