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

p.1

The provision is good

The childminder provides a warm and homely environment for all children. She spends time building nurturing and trusting relationships with children, which helps them to feel safe and secure. Children confidently access the resources they want to play with. For example, they become absorbed in drawing lines and circles with felt-tip pens on paper. This supports children's creativity and early writing skills.

p.2

The provision is good

The childminder plans a curriculum that supports children to gain the skills they need for the future. For example, she helps children to put on their own shoes and become independent. Children behave well. The childminder gives children plenty of praise and models how to be kind and respectful to others. Children are polite and share with each other as they play. This helps children to form positive relationships and develop their social skills.

p.2

The provision is good

The childminder provides a wide range of outings in the local community. For example, children visit soft-play centres, parks and beaches. This helps to develop children's physical skills and enhance their experiences. The childminder prioritises children's safety. For instance, she teaches them how to stay safe when out on walks and crossing the road.

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need to do better?

n The experienced childminder is dedicated to providing good-quality care and learning for children. She shows genuine commitment to her work. The childminder networks effectively with other childminders and completes mandatory training such as paediatric first aid and child protection. She is reflective of her practice and has identified that she would benefit from further training, for example to develop her knowledge of how to support children with special educational needs and/or disabilities. n The childminder plans a wide and varied curriculum. She has a good understanding of each child as an individual. For instance, she provides activities and experiences that she knows children will enjoy. However, on occasion, some activities do not have enough focus on what the childminder intends children to learn. This means that activities do not always support children's learning and development targets precisely.

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need to do better?

n The childminder supports children's language skills well. For example, she provides a running commentary as children play, introducing new words such as 'cocoon' and 'salami'. The childminder consistently repeats the correct pronunciation of words as children develop their speech. Children happily engage in regular stories, songs and rhymes with the childminder. n The childminder uses her ongoing assessments of children to identify potential gaps in their development. She recognises when individual children may benefit

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need to do better?

26 September 2024 from support from other relevant professionals. However, the childminder does not have a secure understanding of her role in accessing additional services. This means that, although children's needs are recognised and discussed with parents, the arrangements in place do not consistently ensure that additional support is sought as swiftly as possible. n The childminder weaves mathematics into children's play and activities. She encourages children to count along with her at every opportunity. For example, children have great fun counting foods from familiar stories such as 'The Very Hungry Caterpillar'. The childminder challenges children to count beyond five, which they try and practise during their play. This helps to develop children's positive attitudes, confidence and interest in mathematics. n The childminder supports children to follow good hygiene practices, such as washing their hands before mealtimes. She talks to children about why this is

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need to do better?

important and reminds them to wash in between their fingers. Children know they need to wash away the 'germs'. This supports children's understanding of good self-care skills. n Children learn about diversity and people from around the world. For example, the childminder plans activities and experiences for children to explore a range of festivals and celebrations. Children have access to books and resources to help them understand the diverse world around them. This helps to broaden children's knowledge of different cultures and communities. n Partnership with parents is good. The childminder provides parents with regular updates on their children's progress through daily face-to-face communication and scrapbooks. Parents speak highly of the care their children receive and the progress they make. This includes children's development in their speech and confidence.

p.3

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 focus more precisely on learning intentions during activities to support children's progress even further n strengthen practice to gain confidence to make any referrals where concerns about children's development arise.

p.3

Setting details

Unique reference number 112712 Local authority Hampshire Inspection number 10363780 Type of provision Childminder

p.4

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 12 Date of previous inspection 9 January 2019

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Information about this early years setting

The childminder registered in 1994. She lives in Totton, Southampton. The childminder operates Monday to Friday from 8.30am to 5.30pm, all year round. The childminder holds a relevant level 3 qualification and provides funded early education for two-, three- and four-year-old children.

p.4

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 childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector.

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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

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