Nash, Deanna

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children flourish in the care of this passionate and committed childminder, who takes great pride in offering high-quality experiences. Children quickly develop an affectionate bond with the childminder, who is very responsive to their care needs. They affectionately embrace her with hugs and snuggle up to her while sharing stories. The childminder creates a broad curriculum, which keeps children interested and motivated to learn. Children enjoy the wide range of activities on offer. For example, they giggle and smile while playing with cause-and-effect toys. It is clear that children's wellbeing is paramount. The childminder is an extremely positive role model. Through careful explanation, she helps children understand right from wrong. Children show good behaviour.

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The provision is good

Teaching children about healthy living is a key feature. The childminder reinforces good hygiene routines and talks to them about the benefits of these as they diligently carry them out. For example, before mealtimes children remember to rub soap in between their fingers and wave goodbye to the germs when they rinse their hands. The childminder encourages them to manage their self-care needs from an early age. She talks to children about keeping themselves safe from potential hazards, such as when they tidy away their scattered toys to avoid tripping on them. This shows that children develop important skills in readiness for their next stage in education.

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need to do better?

n The childminder is proactive about enhancing her current knowledge and skills to help improve outcomes for children. For instance, she has recently completed courses to learn more about how young children learn. Her new found knowledge is proving successful, especially with children's speech. The childminder demonstrates a firm capacity to bring about change as she continues to share good practice with other local childminders and staff at the local school. n The childminder places a strong emphasis on developing children's communication and language skills. She introduces new vocabulary, using children's interests to model selective key words. This is evident when she reads stories, and sings songs and rhymes with children. For example, the childminder skilfully introduces descriptive words for dinosaurs, such as 'spikey', which is a topic children are interested in. Later in the day, when listening to a story about

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need to do better?

a spider, children apply this word to describe the spider's body. This shows that children's vocabulary is increasing well. n The childminder has created a curriculum that focuses on what she intends children to learn. On the whole, the curriculum is implemented well. However, some learning experiences do not always build cumulatively on children's skills.

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need to do better?

20 November 2024 For example, children who have progressed to knowing how many objects are in a small group using sight alone, are asked to count them one by one by the childminder. On these occasions, the order children learn new skills does not fully enhance their development. n Interactions between the childminder and children are positive and informative. The childminder eagerly joins children as they explore, nurturing their curiosity and making learning fun. However, at times, the childminder is overly supportive and asks lots of questions in quick succession or provides too much commentary. This impacts on children's full engagement in their play, as their learning is interrupted and they do not always have an opportunity to follow a task through to the end independently. n Children are inquisitive learners, who currently show a fascination for rolling objects. The childminder facilitates this by adding items that may not roll, along

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need to do better?

with the ones with a curved edge. By doing this repeatedly, children begin to understand that objects with flat surfaces do not roll. This supports children's early learning of the properties of shapes. n Opportunities to teach children to understand mutual respect and kindness are plentiful. Children follow rules and show empathy and care towards others. They begin to learn to manage their feelings, supported by the childminder's sensitive approach. Children are confident to talk about their emotions and love to give their friends cuddles, showing a true sense of belonging. n Partnerships with parents are strong and effective. The childminder keeps parents fully informed of their children's busy day with her. Parents are complimentary about the education and care their children receive, especially the daily outings to widen children's experiences further. They work closely with the childminder and often share videos and photographs of their children taking

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need to do better?

part in similar activities at home. This helps to promote children's continuity in learning.

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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 strengthen the planning of the curriculum so that all learning opportunities are well sequenced and build on children's existing development n review and improve interactions with children to give them uninterrupted time to think for themselves, extend and apply their own ideas.

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Setting details

Unique reference number EY240095 Local authority Hampshire Inspection number 10367133 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 13 Date of previous inspection 28 February 2019

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Information about this early years setting

The childminder registered in 2003. She lives in the Old Basing area of Basingstoke, Hampshire. She works Monday to Thursday, between 8am and 5pm, term time only. The childminder holds a relevant childcare qualification at level 3. She is eligible to receive funding to provide free early education for children aged nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about children's learning and development and how they organise the curriculum on offer. 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 The childminder and the inspector carried out a joint observation. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

20 November 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 November 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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