Lepperd, Gillian

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 form close bonds with the kind natured childminder. They are warmly welcomed into her homely setting, where they receive good-quality care and education. Children happily approach the childminder for cuddles and enjoy sitting close to her when she reads stories. There are firm routines in place, which helps children know what is happening next. For example, when the childminder announces it is time for snack, older children readily enter the kitchen to wash their hands. This helps to prepare children for their eventual move to school.

p.2

The provision is good

Rich outdoor learning experiences are a key focus. The childminder organises daily activities, such as trips to local playgroups, parks and soft-play settings. This helps children to learn about the world around them and socialise with a wider group of children. The childminder prioritises children's emotional and physical well-being by providing them with opportunities to run, jump and climb in the fresh air.

p.2

The provision is good

Overall, children's behaviour is good. The childminder has a sensitive approach to supporting children's conduct. For instance, she calmly explains the reasons behind her rules, such as why it is important to treat others with respect and kindness. In this way, her intentions are to help children develop an awareness of their own emotions and how their actions can affect others.

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need to do better?

n The childminder is committed to driving continual improvement. She actively completes training and researches early years topics to further enhance her teaching skills to benefit children. For example, she searches online for exciting games that support children's speech and pronunciation. These initiatives are proving successful in bridging identified gaps in children's learning. n The childminder has a secure understanding of how young children learn and develop. She follows a step-by-step approach to ensure children achieve each skill before moving on to the next. This is evident when she teaches children how to complete puzzles, increasing the number of pieces gradually. Younger children learn to hold and twist the pieces to fit in the inset of peg puzzles. The older children have learned to use the picture on the puzzle box as a guide and now successfully complete multi-piece puzzles. This supports children's manual

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need to do better?

dexterity effectively, as well as their matching and problem-solving skills. n In general, the childminder adapts her curriculum according to the ages and abilities of children. Through her observations and ongoing assessments, she has identified that children's attention spans need to increase. The childminder makes a wide selection of resources accessible to children to enable them to choose these independently. However, occasionally, the environment is not suitably organised, such as when there are too many resources available. In this

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need to do better?

14 January 2025 way, children do not focus for long enough on one activity, which affects their engagement and concentration. n On the whole, children behave well. There are times when unwanted behaviour, such as minor disputes, occur between children. The childminder is swift to intervene and remains calm. Despite her efforts to help children understand the rules and boundaries, the childminder's strategies to support children to play more cooperatively are not always effective. At these times, the undesirable behaviour continues and has an impact on children's feelings and enjoyment. n The childminder teaches children ways to be effectively responsible for their own and other's safety, through established routines in the day. For example, she encourages children to help tidy away their toys once they have finished playing with them. Children get excited when they are able to use the hoover, under the

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need to do better?

childminder's close supervision. They receive plenty of praise when they follow instructions well. This helps to build their self-esteem and confidence. n The childminder supports children's learning about similarities and differences between themselves and others. For instance, she talks to children about their different eye colours and what makes them unique. The childminder celebrates children's birthdays and supports children to learn about different festivals. This helps to develop children's awareness of diversity. n Parent partnerships are trusted and strong. Parents look forward to receiving photographs and videos of their children's time with the childminder. They highly value the set of interesting outdoor experiences on offer. The childminder is dedicated to creating a joint way of working with parents to support their children's next steps in learning.

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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.

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should:

n review the organisation of the learning environment to allow children to engage in chosen activities with full focus and increase their concentration skills n strengthen behaviour management strategies to help children understand the consequences of their actions and learn to regulate their own behaviour.

p.3

Setting details

Unique reference number 112046 Local authority Hampshire Inspection number 10372652 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 30 April 2019

p.4

Information about this early years setting

The childminder registered in 2000. She lives in Basingstoke, Hampshire. The childminder provides care from 8.30am to 4.30pm, Monday to Thursday, all year round. She is eligible to receive funding to provide free early education for children aged nine months to four years. The childminder holds an appropriate childcare qualification at level 3.

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 Children spoke with the inspector during the inspection. 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 inspector and the childminder carried out a joint observation of an activity. n Parents shared their 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

14 January 2025 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

14 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

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