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

The childminder and her co-childminder build very positive relationships with children. Children are settled and demonstrate that they feel safe and secure in their care. They confidently move around the childminder's home and independently choose what they want to play with. The childminder joins children in their play and follows their interests to help support their learning. For example, as children dress their dolls, the childminder skilfully engages them in discussion about how to manage their own personal care needs.

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The provision is good

The childminder's curriculum places a strong focus on children's independence, personal, social and emotional development. The childminder implements this well and encourages children to express how they are feeling as they engage in activities. For example, children are imaginative and delight in creating their own pretend play. They use words such as 'happy' to describe how their babies are feeling as they feed them. Children consistently show kindness to others and behave very well.

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The provision is good

The childminder is caring and calm in her approach. She provides a welcoming and exciting environment for all children. She is a positive role model and consistently inspires children to persevere and achieve their goals. For example, she praises them and gives them encouragement to keep trying to complete puzzles. This boosts children's confidence and self-esteem, and they show provide in their achievements.

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need to do better?

n Right from the start, the childminder gathers detailed information from parents about their child's abilities and welfare needs. She uses this information to form her initial assessments. This helps her to swiftly identify any gaps in children's learning. The childminder continues to work closely with parents and other professionals involved in children's care and learning. This ensures that all children, including those with special educational needs and/or disabilities, consistently receive tailored support and progress well. The childminder provides a varied curriculum and uses children's interests to engage them. She observes what children can do and then identifies their next steps in learning. n The childminder supports children's language and communication skills well. For instance, she reads children's favourite books with good expression and engages them well in the story. However, at times, she is a little directive. She does not

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need to do better?

give children time to respond to questions, to help them think for themselves and express their own thoughts and ideas. n The childminder's curriculum intent to support children's developing independence is implemented well. For example, she gives encouragement to

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need to do better?

20 September 2024 children to tidy away toys ready for their snack. Children manage their personal care needs independently and wash their hands with little prompting. They open their food containers at lunchtime and are confident to ask for help should they need it. This supports school readiness. n The childminder places a strong focus on her professional development to help enhance her skills and knowledge. For example, following training, she has introduced an emotions board, to help children talk about and express how they are feeling. This has had a positive impact on children's behaviour. For instance, they share and take turns willingly and use kind words, such as 'caring is sharing', as they engage in their play. n Partnerships with parents are strong. The childminder regularly shares information about their child's ongoing progress. She provides activity packs to help parents support their child's learning at home. In addition, she offers

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need to do better?

support on how to keep their children safe, such as guidance on food preparation and how to prevent choking. Parents say that they are very happy with the care and learning their children receive. n The childminder supports children's health and well-being effectively. For instance, as children prepare their own snacks, she actively engages them in discussions about the nutritional benefits of food. Children proudly discuss how calcium is good for their bones. They talk about the importance of brushing their teeth as they engage in their play. n The childminder ensures that children have opportunities for fresh air and outdoor play in all weathers. This provides lots of opportunities for children to practise and build on their skills. For example, they build on their coordination and balancing skills as they carefully balance and make their way across an obstacle course. The childminder teaches children how to take safe risks, such

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need to do better?

as climbing over fallen trees in local woods.

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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 provide children with even more time to think and respond to questions asked, to challenge and extend their learning further.

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Setting details

Unique reference number EY469884 Local authority Hampshire Inspection number 10359997 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 5 Date of previous inspection 4 December 2018

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Information about this early years setting

The childminder registered in 2013 and lives in the Rooksdown area of Basingstoke, Hampshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate childcare qualification at level 3. She offers funded early education for two-, three- and four-year-old children. The childminder works with a co-childminder.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years provision, including the aims and rationale for her 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 Children spoke with the inspector during the inspection. n The inspector took account of the written views of parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 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

20 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

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