Saunders, Donna Marie

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

The childminder provides an ambitious curriculum that focuses on children being able to play, grow, learn and explore. She plans interesting activities that help children to meet their full potential. For example, children concentrate well as they enthusiastically work together to wash dolls. They rub soap on the dolls and use their 'strong muscles' to pump water out of bottles. The childminder uses this opportunity to talk with children about the benefits of healthy eating and having strong muscles. This helps children to begin to recognise the benefits of healthy eating on the body.

p.2

The provision is good

Children settle very quickly in this warm and welcoming environment. They show positive relationships with the childminder as they leap onto her lap, before cuddling in to her. This helps to promote children's well-being and confidence. The childminder uses children's interests well to engage them in play. For example, children select favourite songs from a song bag. They then use corresponding props as they sing along. The childminder praises children's efforts as she smiles proudly. The childminder provides good support for children to develop their self- esteem and a sense of belonging.

p.2

The provision is good

The childminder has high expectations for children's behaviour. Children talk to each other respectfully. They build strong friendships and are polite to each other, using 'please' and 'thank you' as they share toys. Older children show consideration for younger children by carefully walking around them. The childminder helps children develop a good understanding of how to manage their behaviour.

p.2

need to do better?

n The experienced childminder uses her knowledge of child development to plan an interesting curriculum. She knows children well and assesses any gaps in their learning. She uses this knowledge to plan purposeful next steps for children. This ensures that any gaps in learning are swiftly addressed. All children make good progress. n The childminder encourages children's speech by introducing new words, such as 'cocoon'. Her clear modelling and repetition of words helps children to correct any errors in their pronunciation. The childminder asks children targeted questions, such as, 'Are sweets healthy?' However, in her eagerness to teach children new ideas, she does not always give children enough time to formulate a response. This does not fully support the development of children's emerging language skills. n The childminder organises regular outings for children so that they can explore and develop their curiosity and physical skills in the fresh air. She links outings to

p.2

need to do better?

children's current interests. For instance, children have recently been exploring

p.2

need to do better?

8 May 2025 the book 'The Very Hungry Caterpillar'. The childminder took the children to a butterfly farm so they could see the links between the book and what butterflies look like. The childminder also meets with other childminders in the local area to attend singing groups. This helps children to engage and interact with other children in larger social situations. n The childminder knows how to weave mathematics into fun, daily activities. She introduces mathematical concepts while playing with children. She helps children to count items and uses mathematical language in their play. For example, while children play with sponges in the water tray, she introduces 'bigger' or 'smaller' to describe them. This helps children to embed early mathematics skills. n The childminder promotes children's independence well. She allows children to give things a go first before offering to help and support them. Children open

p.2

need to do better?

their own packets and food tubs at lunchtime. They show good determination as they manage these tasks independently. This helps to promote their self- confidence. n The childminder is very reflective of her practice. She completes regular training to support children in her care and to keep her knowledge up to date. For example, her recent training on behaviour has helped her to recognise patterns of behaviour and understand why children sometimes behave the way they do. She has good relationships with other local childminders. This means that she is able to share her knowledge and has a network of support if she needs any advice or guidance. n The childminder values her close relationships with parents. They speak highly of the childminder and the positive influence she has on their children. The childminder ensures that parents are well informed about their children's development and learning. She shares detailed information to help parents

p.3

need to do better?

continue their children's learning at home. Parents appreciate the range of outings and experiences the childminder provides. The two-way process of communication ensures that children's needs are consistently met.

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 teaching strategies to give children time to process their thinking and to express their views to support their communication and language skills.

p.3

Setting details

Unique reference number 2727445 Local authority Portsmouth Inspection number 10393029 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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Southsea, Hampshire. She operates from 8am to 5.30pm, Tuesday to Friday, all year round. The childminder provides funded early education for all eligible children.

p.4

Inspection activities

n The childminder spoke to the inspector about how she organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and the children and spoke with them at appropriate times. n The childminder spoke to the inspector about the children's learning and development. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder with the inspector through written testimonials.

p.4

Inspection activities

8 May 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

8 May 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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