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 Not applicable

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The provision is good

Children are welcomed with warmth and care as they enter the home of the nurturing childminder. They demonstrate their sense of safety and security through smiles and eagerness to play. Children are eager to learn and show enthusiasm for both familiar tasks and new experiences. For example, they demonstrate good hand-eye coordination as they thread beads. After completing the activity, they follow the boundaries by packing away the materials before moving on to their next learning opportunity.

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The provision is good

Children talk fondly of their past experiences, for instance making sandcastles in the garden, seeing the resident cat and visiting the trains at the local station. The childminder extends children's interest through discussion prompts. For example, she provides train tickets, pictures and words of everything connected to trains. Children are given the opportunity to revisit activities, allowing them more time to practise and refine their skills. For instance, they take part in activities that support pre-writing skills. Children have a unique opportunity to engage in daily interactions in the countryside, whether it is talking to the local horses and sheep or visiting the shops. The childminder fosters a strong sense of community, helping the children feel proud of where they live.

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need to do better?

n The childminder implements a curriculum that is carefully tailored to meet the needs of the children in her care. She demonstrates excellent teaching skills, which she consistently uses to enhance and extend the children's learning experiences. For example, while the children explore sensory trays and make marks, she actively expands their vocabulary and uses mathematical language to describe capacity and shapes. Children respond and demonstrate a secure understanding of those concepts. n The childminder has a strong understanding of the skills she will teach children before they start school. These skills include practical tasks, for example children putting on their own shoes, dressing with minimal support, toileting and developing physical abilities, such as jumping. She focuses on helping children gain independence skills in these areas. Younger children begin to make progress in developing these essential skills, setting a solid foundation for their

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need to do better?

continued growth. n The childminder places a strong emphasis on fostering a love for reading, knowing this supports children's literacy skills and overall communication and language development. Her positive approach to learning encourages children to join in, as they select story sacks to share together and sing nursery rhymes. n Overall, the childminder has created an interesting environment that promotes children's interests. However, she has not fully considered how to organise the

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need to do better?

3 April 2025 environment to further encourage children's independence. For example, at times, children are not able to make choices and develop their own play and learning without the childminder's support. n Children are supported to manage their emotions, which helps strengthen the bond between them and the childminder. Children play well together, and, when moments of dysregulation arise, the childminder responds promptly to provide support. Together with plenty of opportunities for fresh air, this approach helps support children's overall emotional well-being. n The childminder has a flexible routine in place, which helps the children feel safe and secure. Care practices are carried out with respect, such as the childminder communicating with the child before a nappy change or nose wipe. This fosters mutual respect and consideration between the childminder and the children. n There are strong connections between parents and the childminder, fostering a

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need to do better?

steady flow of information about the children. However, although the childminder requests a great deal of information when children first join, it is not always focused on the child's current developmental stage. This means she does not always have full details of what children already know and can do to help her plan precisely for children's learning from the very beginning. n Parents are highly satisfied with the support their children receive. They mention that although they were initially nervous about leaving their children, the childminder made them feel at ease and that this sense of comfort has continued. They value the healthy eating habits their children have developed, which have been encouraged by the childminder. Parents are delighted with the enriching experiences their children have both in the countryside and during group activities.

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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 review and improve the organisation of the provision to further support children's independence and choice in their play n build stronger partnerships with parents from the start of their child's journey to enable effective planning that is tailored to children's skillset and developmental needs.

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Setting details

Unique reference number 2705807 Local authority Hampshire Inspection number 10388511 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in Romsey, Southampton. She operates Monday to Thursday, from 8am to 6pm, all year round, except family holidays and bank holidays. The childminder receives funding for the provision of free early education for children aged two, three and four years. The childminder holds a qualified teacher status qualification.

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Inspection activities

n The inspector viewed the areas of the home with the childminder and discussed the safety and suitability of the premises. n The childminder joined the inspector to carry out a learning walk to understand how the early years provision and the curriculum are organised. n The inspector held discussions with children and parents at appropriate times throughout the inspection. n The inspector looked at a sample of documentation. This included insurance documentation and policies and procedures. n Children told the inspector what they like to do when at the childminder's home. n A leadership discussion was held with the inspector and the childminder.

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Inspection activities

3 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

3 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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