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 spends time getting to know children well. She provides an ambitious curriculum that places a strong focus on children's communication and language development. Children demonstrate they feel safe and happy in the childminder's care. They are curious and motivated to learn. For example, they share and take turns and work together to build a tower with stacking cups. The childminder skilfully adapts her teaching to reflect on children's individual learning needs. For example, she introduces an understanding of colour and encourages the younger children to name them with her. She talks to older children about differences in size and encourages them to keep trying as they work out which cup to use next. Children show pride in their achievements and shout 'I did it.' This strengthens their self-esteem and helps them to recognise their own abilities.

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The provision is good

The childminder uses real life experiences to help build on children's understanding of the wider world. For instance, children enjoy outings to charity shops. This helps them to learn that small actions, such as choosing to donate items to charity, can support other people in need. The childminder takes children on walks to local ponds to feed the ducks. She prioritises their personal safety and for example, teaches them how to stay safe around water.

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need to do better?

n The childminder supports children's communication and language development well. For example, when young children use a short phrase to communicate, she repeats it back to them and adds words to help build on their sentences. Children develop a love of books and bring them to the childminder to read. The childminder engages children well in the story. She introduces new words and encourages older children to think about what happens next. n The childminder regularly assesses children's development and has a clear understanding of what they know and can do. She plans a varied curriculum that focuses on their on-going progress. However, information sharing with other settings children also attend is not consistent for all children in her care. This means that some children do not constantly benefit from a shared approach to their learning. n The childminder offers a balance of focused activities and more active play that

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need to do better?

nurtures children's interests. For example, children develop an early understanding of information technology as they press buttons and delight in watching balls fly out of the ball shooter. The childminder extends their learning and introduces number into their play. However, children can sometimes become distracted by television programs playing in the background. At times, this causes them to lose focus and on occasion this impacts on their learning. n Children have numerous opportunities to be physically active. The childminder

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need to do better?

31 October 2024 frequently takes them to local parks and guides them in taking safe risks as they explore and use a variety of equipment. This helps give children confidence to learn new skills. n The childminder supports children's independence skills well. She supports them to become confident in washing their hands before eating their food. Children willingly tidy up when asked to by the childminder before starting something new. n The childminder helps children understand the boundaries and expectations within the setting. She gives them gentle reminders not to run indoors and explains why it is important for their safety. She actively supports children in learning to manage their feelings and emotions through meaningful discussions, engaging books, and visual aids. This helps children to build on their self- regulation skills. n Partnerships with parents are effective. The childminder has strong settling-in

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need to do better?

procedures. She gathers detailed information on children's interests and abilities from parents, and uses this data to help plan for children's learning. This enables children to settle quickly and confidently engage in their learning within their environment. The childminder continues to communicate with parents regularly, ensuring they are well informed of their child's development and on-going progress. n The childminder regularly evaluates her setting to make improvements. She attends a range of training that is relevant and supports her own continued professional development. The childminder networks with other childminders in the local area to share good practice ideas. This helps her to keep up-to-date with latest guidance and legislation.

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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 strengthen partnerships with other settings that the children attend to share information and promote consistency in their learning and development n reduce distractions in the environment to help children focus on their learning.

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Setting details

Unique reference number EY499753 Local authority Hampshire Inspection number 10364148 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 4 Date of previous inspection 28 January 2019

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Information about this early years setting

The childminder registered in 2016. She lives in the Brighton Hill area of Basingstoke, Hampshire. She works Monday to Thursday from 8am to 5pm, except during public holidays. The childminder holds a relevant level 3 early years qualification. She offers funded early education for two,- three-, and four-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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Children communicated with the inspector during the inspection.

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Inspection activities

31 October 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

31 October 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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