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's behaviour is excellent. They sit sensibly and listen to the childminder's instructions. Children quickly help to tidy up. They respond positively to the childminder's fun and motivating phrases, such as 'teamwork makes the dream work'. Young children support each other, for instance by picking up items off the floor that their peers have accidentally dropped. The childminder watches children closely and is quick to praise them for their help.

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The provision is good

Children learn to become good communicators. Children frequently engage with the childminder's questions about what they are seeing and doing. The childminder nurtures their emerging language by repeating back their answers for emphasis. Children are confident. They greet new people happily under the childminder's reassuring guidance. Children talk about their artwork, carefully explaining what they are drawing. The childminder listens to children with great interest, which helps them develop a sense of pride in what they say and do.

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The provision is good

Children independently access a range of engaging activities in a curriculum guided by their own interests. They excitedly share their role plays with others, for instance by offering cups of 'tea' and plates of 'snacks'. Children respond positively to adults and to each other, following instructions to spread 'jam on toast'. Children enjoy answering the childminder's challenges about numbers and quantity. They form strong relationships with the childminder as a result of her warm praise and supportive manner. This helps children feel safe to attempt questions they might be unsure of.

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need to do better?

n The childminder develops children's language and communication by providing a curriculum focusing on learning through play. She consistently asks questions about children's play that link to their personal experiences. For example, when teaching children the names of certain colours, she asks them to recall the colours of flowers they have seen. Similarly, when teaching the numbers 1 to 5, she asks children to tell each other how old they are. These interactions are meaningful to children. As a result, children are motivated to apply what they know about number and colour in a range of contexts. n The childminder supports children with special educational needs and/or disabilities (SEND) to make good progress. She has a firm understanding of how to adapt her provision to ensure all children have the same opportunities to learn. For example, she creates accessible nature sessions, which she links with

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need to do better?

local library projects. The childminder uses these sessions to teach children about trees, plants and insects with practical observations and first-hand experiences.

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need to do better?

7 March 2025 n Overall, the childminder is able to talk about what children know and can do, and she understands the priorities for their next stages of development. She uses this knowledge to complete the statutory progress check for children aged two, which is then shared with parents and professionals. However, at times, children's next steps for development are written too generally and do not communicate to the reader what children specifically need to learn next. This does not fully promote the highest levels of consistency for children's learning across all environments. n The childminder identifies areas of professional development that will strengthen her skills as a practitioner. She completes research into the needs of children with speech and communication delays. This helps to support her knowledge and understanding of language development in young children. n The childminder understands the importance of good dental hygiene for

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need to do better?

children. She regularly teaches children how to brush and care for their teeth. This helps children to establish daily self-care routines that support the development of healthy teeth. n Parent feedback is very positive. Parents report that the childminder has helped their children to improve their language and social skills. They say that their children love spending time with the childminder. In addition, the childminder provides clear feedback to parents from professionals at other settings that children attend. This supports consistency in children's learning and development. n The childminder is a reflective practitioner. She regularly evaluates the quality of her provision. For example, she has recently improved the garden, which has provided more accessible space for children to use scooters and bikes. This larger space promotes new opportunities for exercise while ensuring children can play safely.

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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 enhance information within the two-year progress checks to enable parents and professionals to support children's next step more precisely.

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Setting details

Unique reference number 111821 Local authority Hampshire Inspection number 10388482 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 4 Date of previous inspection 12 July 2019

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Information about this early years setting

The childminder registered in 1999 and lives in Gosport, Hampshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3. She is able to provide funded early education for children up to four years of age.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector. n The childminder spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning.

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Inspection activities

7 March 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

7 March 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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