Stevens, Amanda

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 clearly demonstrate that they are happy, safe, and secure within the warm, homely environment provided by the childminder. The childminder fosters an inclusive atmosphere where all children and their families feel welcome and valued. As a result, children form strong, trusting relationships with her. They display high levels of self-esteem and confidently make independent choices during their play.

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The provision is good

Children demonstrate a positive attitude to learning. The childminder has constructed an ambitious curriculum to support their progress across all areas of development. Children are inquisitive and enthusiastic learners who are keen to find out new things. The childminder uses a broad range of methods to support children to develop strong communication and language skills. For example, throughout activities, she communicates with them in an age-appropriate and engaging manner. She encourages two-way conversations and regularly introduces new vocabulary to enhance children's communication skills. Children speak with confidence and enjoy sharing their recent experiences. For example, they eagerly talk to the childminder about the penguins they saw during their visit to a bird sanctuary and describe how the penguins use their fins to help them swim.

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The provision is good

Children make good progress from their starting points and develop the skills they need for the future. For example, they complete tasks independently, enjoy listening to songs and rhymes and use mathematical language during their everyday routines.

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need to do better?

n The childminder engages positively with the children and uses effective teaching strategies to assess their understanding and identify any misconceptions. For instance, during 'Storytime', she asks children if they know the meaning of specific words, such as "meek." When children are unsure, she explains to them that it means "quiet and shy." These thoughtful interactions help children build their vocabulary and support the development of their early literacy skills. n Overall, the childminder has a good understanding of how children learn and develop. On entry to her setting, she meets with parents to gather information about what children already know and can do. She completes regular assessments to check that children are making satisfactory progress. This allows her to identify any gaps and provide targeted support where needed. However, when planning activities, she occasionally does not adapt them sufficiently to the

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need to do better?

individual needs of all children. As a result, some activities do not provide enough challenge for the more able children. n The childminder successfully helps children to be aware of their wider world and how to care for it. For example, she talks to them about 'Earth Day' and explains

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need to do better?

22 April 2025 that it is a time to celebrate the efforts made to protect our planet. She encourages children to think of ways they can help, such as using a litter picker to collect rubbish and dispose of it in a bin. These positive experiences help children to develop a sense of responsibility and an early understanding of how to care for their environment. n The childminder supports children to learn how to lead healthy lifestyles. She ensures that children benefit from regular fresh air and exercise. Children complete, personal care routines independently and show a good understanding of the importance of making healthy food choices. n Overall, children behave well. The childminder regularly reminds them of the importance of being kind and caring towards others and supports them in resolving conflicts. However, at times, children become overly excited and overstimulated, which causes them to not respond promptly to the childminder's

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need to do better?

instructions. As a result, occasionally the childminder spends too much time repeating requests, which distracts her from engaging in meaningful activities with the children. n The childminder has developed positive relationships with parents and other professionals involved in children's care. She communicates well with them about children's learning and development. Parents report that their children have made good progress since attending the setting. They appreciate the many outings that the childminder offers. Parents comment that their children enjoy the time they spend with the kind and caring childminder.

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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.

p.3

should:

n enhance planned activities so that they are consistently adapted to meet the individual needs of all children n explore strategies to help calm overstimulated children so they can follow instructions and fully engage with the educational activities provided.

p.3

Setting details

Unique reference number EY546483 Local authority Hampshire Inspection number 10394618 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 10 Date of previous inspection 16 September 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Fleet, Hampshire. She operates from 7.30am to 5.30pm, Monday to Thursday, for most of the year. The childminder receives funding to provide free early education for children aged three and four years.

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Inspection activities

n The inspector carried out a learning walk to discuss the childminder's curriculum, including how the childminder assesses and plans for children's learning. n The inspector observed the quality of teaching during activities and jointly assessed the impact this has on children's learning and personal development with the childminder. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. The inspector also discussed the arrangements for safeguarding children and the childminder's reporting procedures. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

22 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

22 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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