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

Children demonstrate they feel safe and secure in the childminder's home. They explore freely, as the childminder has designed her home to encompass the children's needs and interests. Children readily access the resources and toys. This helps to develop their independence and confidence.

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The provision is good

The childminder knows the children well and plans a broad curriculum. She gathers information from the parents on a daily basis. The childminder uses this information, alongside her assessments, to plan activities to meet the children's needs. Currently, for example, children are developing their understanding of 'the hairdresser's'. They have been practising putting rollers in each other's hair. This helps to develop their knowledge of the world around them.

p.2

The provision is good

The childminder is a good role model and has high expectations for children's behaviour. She talks with the children about looking after the books and resources. Children show a secure understanding of manners and behave well. Children express their needs well and chat easily to the childminder and their friends. They are kind and caring and help each other if they need support with an activity. For example, when younger children struggle to put a nappy on a doll, older children step in to help. All children make good progress from their starting points.

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need to do better?

n The childminder has a good understanding of her responsibilities. She keeps her skills updated by actively engaging in groups and through memberships of childcare organisations. This helps to ensure that her knowledge and understanding of the early years curriculum remain current. n The childminder generally promotes children's communication and language skills well. This enables children to increase their vocabulary and become confident speakers. She talks to children and models language to encourage them to repeat and learn new words. For example, she introduces new language such as 'mask' and 'x-ray' during imaginative dentist play. This helps children to make progress in their communication and language. However, on occasion, the childminder does not model the correct use and pronunciation of words effectively for younger children. This does not fully promote children's learning and understanding.

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need to do better?

n The childminder provides a curriculum that builds on what children know and can do. She chats with parents about their children's development and needs during settling-in visits. She uses this information as a starting point. This helps her plan opportunities and experiences to help children learn. The childminder uses every opportunity to develop children's mathematical language. For example, she encourages children to choose their own colour plates and cups at

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need to do better?

26 September 2024 mealtimes. During activities, children demonstrate their mathematical knowledge as they spontaneously use language such as 'mine is big' and 'mine is small'. n Children demonstrate positive attitudes towards learning. For example, during a cooking activity they concentrate and focus as they measure, stir and roll their mixture. The childminder offers children autumnal objects previously found on their walks. Children delicately place these in their dough and comment on the patterns they make. n The childminder provides parents with regular feedback about children's development. She provides updates during the day and sends photos and messages about what the children have been doing. The childminder shares ideas and activities for parents to continue to support their children's learning at home. Children benefit from this joined-up approach and thrive in their development. n The childminder uses recall to encourage children to think about past

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need to do better?

experiences, such as trips to the zoo and walks to school. This helps children to remember previous activities and share their experiences with their friends. n There are good arrangements to support children's health and emotional well- being. The childminder chats freely during care routines, such as nappy changing, and this builds on children's sense of belonging and attachment. She provides healthy snacks, and children sit down at the table for mealtimes. The childminder supports children to cut their bananas into bite-sized pieces, which helps to minimise the risk of choking. She encourages children to pour their own drinks. Overall, due to the childminder's approach, children begin to understand the importance of healthy lifestyles.

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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 support children's communication and language development further to help children understand the correct use of words.

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Setting details

Unique reference number 2757110 Local authority Hampshire Inspection number 10349492 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in Basingstoke, Hampshire. The childminder operates Monday to Thursday, from 7.30am to 6pm, all year round. She has a level 3 childcare qualification. The childminder provides funded care and early education for children aged from nine months up to four years.

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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 interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 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

26 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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