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 receive a warm and friendly welcome from the childminder. They beam with big smiles as they see their friends. Children build meaningful relationships with the childminder. They sit on her lap and look at dinosaur books together. When children are feeling tired or unsettled, they seek her out for cuddles and reassurance. Children feel safe and secure.

p.2

The provision is good

The childminder supports children to learn about being polite and having good manners. The childminder offers gentle reminders and models this consistently. Children demonstrate their understanding with confidence. They sit together at the table and say 'thank you' when the childminder offers them a snack. Babies are also supported in learning simple sign language, such as the sign for 'please'.

p.2

The provision is good

Children enjoy a wide range of activities that build on their interests. For example, children joyfully play with toy dinosaurs in wet paint. The childminder introduces words to babies, such as 'stomp'. Older children talk about the names of the different dinosaurs. They gleefully enjoy the experience of mixing different coloured paints together. Children engage in sensory experiences that develop their understanding.

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need to do better?

n Children's vocabulary is increased consistently. During play with toy food, the childminder encourages children to learn new words. They confidently copy words such as 'aubergine' and 'avocado'. The childminder engages imaginatively with children and uses clear language. Furthermore, children engage in conversations about their past experiences with the childminder. For example, they talk together about trips to a farm and all the different animals they have seen. Children become confident communicators. n The childminder recognises what children know and extends their understanding. For example, when children show a keen interest in birds, she uses a factual book to talk to children about types of birds. Children look at the pictures and the childminder encourages them to see if they can observe any in the garden. Children recall previous knowledge and talk about pigeons and seagulls. Children gain new knowledge that increases their awareness of the

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need to do better?

world around them. n Children receive teaching that prepares them for their future education. For example, the childminder engages children in learning about different shapes and colours. She uses questions to encourage children's thinking. However, at times, the childminder does not give children enough time to answer before asking another question. This means that, occasionally, children's independent thinking is not consistently promoted.

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need to do better?

13 January 2025 n Children enjoy plenty of outdoor play that supports the development of their physical skills. They run around in the garden and giggle with delight. Young children learn to climb steps and go down the slide. The childminder supports children's varying stages of physical development well. Older children learn to kick balls accurately into a net and younger children copy excitedly. The childminder also takes children to visit the local parks to practise skills such as climbing and balancing. Children are enthusiastic and physically active in their play. n The childminder provides children with expectations of their behaviour. She gently reminds children of these, such as asking them not to run inside. However, at times, the childminder does not consistently explain why certain rules are in place or why instructions need to be followed. Consequently, children do not fully understand them and sometimes do not follow them.

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need to do better?

n The childminder engages in regular training. She does this to refresh her knowledge. For example, the childminder has recently engaged in training to enhance her knowledge of implementing her early years curriculum. Through this continued professional development, teaching standards are raised for children. n Parents speak highly of the childminder. They frequently receive updates about their child's activities. Parents also explain that they are regularly informed about their child's progress. For example, they know their child's next steps and the childminder supports them to extend learning further at home. Partnerships with parents are strong and children consistently benefit from a shared approach to their learning.

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 provide more time for children to answer questions during learning interactions n develop how behavioural expectations are delivered so that they can be fully understood by children.

p.3

Setting details

Unique reference number EY540889 Local authority Hampshire Inspection number 10368204 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 12 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Marchwood, Southampton. She provides care from Monday to Thursday, 7.30am until 6pm, all year round. The childminder provides government funded early education to children aged between nine months and four years.

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Inspection activities

n The childminder spoke to the inspector about her aims and rationale for the early years curriculum. n The inspector spoke to parents and took account of their views. n The inspector observed interactions between the childminder and children and assessed the impact these were having on children's learning. n The inspector and childminder carried out a joint observation of a group activity. n The childminder provided the inspector with a sample of documentation on request.

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Inspection activities

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

13 January 2025 13 January 2025 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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