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

Children play with joy at the childminder's home-from-home setting. Children demonstrate that they feel safe and secure. For example, children confidently go to the childminder for a cuddle and talk about their families. Children engage excitedly in imaginative play. They invite the childminder into their games as they make pretend tea and biscuits for one another. Children are happy and settled.

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The provision is good

Expectations for children's behaviour are high. The childminder involves parents and children in the development of rules and boundaries. She consistently models good manners. For example, she uses words such as 'please' and 'thank you' during interactions. Children imitate this with confidence. They begin to understand the importance of being respectful and kind to those around them. Children behave well.

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The provision is good

Children enjoy a variety of different activities during the day. The childminder enriches her curriculum with activities such as arts and crafts to extend children's creativity. She is also passionate about providing children with knowledge about nature. For example, children visit local deer parks and the childminder talks to children about animals in the wild. Furthermore, the childminder involves children in caring for the tortoise and her pet dogs. Together, they talk about their different care and feeding routines. Children are immersed in their learning and play.

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need to do better?

n The childminder prepares learning experiences that build on children's current interests. For example, children show a keen interest in puzzles. The childminder therefore develops activities that encourage children to explore numbers on puzzles. Children show they are engaged in their learning. They carefully count to three and try hard to represent numbers with their fingers. Children begin to develop an understanding of numbers and counting. n Communication is consistently promoted by the childminder. She models language clearly to children during conversations. The childminder ensures that children are frequently introduced to new words. For example, during a matching activity, children learn words such as 'gosling'. Children enjoy copying the different names of baby animals and excitedly explain their knowledge. Children build a broad vocabulary. n The childminder understands the use of assessment. Overall, she knows children

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need to do better?

well and has a clear knowledge of their individual stage of development. However, planning for activities is occasionally quite broad. This means that, at times, activities and learning experiences are not developed to specifically target children's intended future learning. n Children learn to climb and move freely with confidence. The childminder takes

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need to do better?

16 December 2024 children to local play parks. She supports children to develop large motor movements and coordination. The childminder also uses these opportunities to provide challenge for children. She encourages them to consider their own risks and abilities while exploring. Children's physical development is promoted. n The childminder understands how to include some teaching around health and well-being. For example, she occasionally implements activities that address oral hygiene. However, these are not yet fully embedded in the curriculum. This means that children do not consistently receive messages that increase their understanding of healthy lifestyles. n Children have plenty of opportunities to explore different mark-making equipment. For example, they draw with whiteboard pens during play and enjoy festive colouring. The childminder provides activities such as these to encourage children's creativity. Children are engaged and excited during their learning.

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need to do better?

n The childminder strives to continually raise the standard of her teaching. She does this by reviewing her practice and engaging in regular training. For example, she has increased her understanding of supporting children with special educational needs and/or disabilities. Through this, the childminder keeps her knowledge updated to support all children's learning. n Parents speak highly of the childminder. They explain that she works closely with them and other professionals involved in the children's care. The childminder keeps parents informed about children's progress and activities. She does this through daily conversations and updates. Parent partnerships are effective in supporting children's education and care.

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 plan activities more precisely to accurately target children's intended future learning n implement further opportunities for children to learn about healthy lifestyles.

p.3

Setting details

Unique reference number EY482811 Local authority Hampshire Inspection number 10372629 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 10 Date of previous inspection 29 April 2019

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Information about this early years setting

The childminder registered in 2014. She lives in Waterlooville, Hampshire. The childminder provides care from 7.30am to 6pm, Monday to Thursday, all year round. She holds a relevant level 3 qualification. The childminder provides government-funded early education for eligible children between the ages of nine months and four years.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder 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 and assessed the impact that this has on the children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder with the inspector.

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Inspection activities

16 December 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

16 December 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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