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 Met

p.1

The provision is good

The childminder knows the children well. She plans a curriculum tailored to their individual needs and interests. She recognises their likes and dislikes and what they enjoy doing. For example, she understands children like to make bangles and necklaces from the square magnetic shapes and ensures these are readily available. Children immediately join them together to make their bracelets.

p.2

The provision is good

Children are settled and happy. They crawl onto the childminder's lap for comfort when tired. The childminder provides cuddles and shows affection, which helps to promote children's emotional well-being and attachment. The childminder sits comfortably with children to look at books. She uses puppets to bring the stories to life, and children copy the language the childminder uses.

p.2

The provision is good

The childminder has high expectations, and children's behaviour is good. Children are independent and the childminder provides further choices to encourage this development, such as asking them to choose which colour chair they would like to sit on for snack time. This helps to build on and extend children's learning.

p.2

The provision is good

The childminder provides many opportunities for children to develop their physical skills. She takes them on regular trips to the park to access the play equipment. The childminder provides opportunities for children to develop their fine motor skills, for example, through drawing and construction play.

p.2

need to do better?

n The childminder keeps her knowledge current through attending courses and liaising with other childminders. She has accessed mental health training which helps her look after her own well-being. The childminder has a good understanding of how children learn, and uses this information to help plan a broad curriculum for the children in her care. She is reflective and seeks the views of parents when evaluating her provision. She implements changes to her practice as a result of the feedback she receives. n The childminder understands the importance of partnership working with the pre-schools children attend. This helps to ensure that, together, they meet the children's individual needs and interests. The childminder talks about the importance of getting children ready for school and encourages children's independence from an early age. She has forged links with the local schools which helps to ensure smooth transitions when the children move on to the next

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need to do better?

stage in their education. n The childminder gathers information about children when they start using home visits and settling sessions. She uses this as a baseline to inform planning for their next steps. The childminder understands the value of building on what

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need to do better?

25 April 2025 children know and can do. She plans opportunities to further broaden their experiences, such as by organising trips to the park and library. This helps develop their knowledge and understanding of the community in which they live. All children, including those with English as an additional language, make good progress in their learning. n The childminder forms good relationships with the children's parents and they speak highly of the care she provides. She shares regular updates on the children's progress. The childminder gives parents ideas to support their children's learning at home. This supports continuity of care for children. n The childminder generally promotes children's communication skills well. For example, she sings with the children and introduces new language when reading. However, on occasion, she does not promote children's early speaking skills fully effectively. For instance, she does not consistently ensure children

p.2

need to do better?

hear the correct pronunciation of words, to support their developing language and vocabulary. n The childminder supports children to develop positive attitudes to learning and provides activities to encourage their perseverance. For example, she gives children measured quantities of food to feed the family chickens. The children continue to feed the pets until the pots are empty, showing deep concentration as they watch the chickens eat. n The childminder chats freely during intimate care routines, such as nappy changing. This builds on children's sense of belonging and attachment. She provides fresh fruit and home-made bread at snack time. The childminder promotes personal hygiene well. She discusses the importance of handwashing after feeding the chickens and before eating meals. Overall, due to the childminder's approach, children begin to understand the importance of healthy lifestyles.

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 strengthen the support for children's early language development, including their understanding of the correct pronunciation of new words.

p.3

Setting details

Unique reference number EY548459 Local authority Hampshire Inspection number 10394764 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 11 Date of previous inspection 24 September 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Barton on Sea, Hampshire. She operates all year round from 6.30am to 6pm, Monday to Friday. The childminder has a childcare qualification at level 6. She provides government funded early education places for children aged from nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 inspector observed the interactions between the childminder and the children. n Parents shared their written views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

25 April 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

25 April 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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