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 enjoy their time in the childminder's home-from-home environment. The childminder is nurturing, calm, and caring towards the children. She forms close relationships and interacts warmly with them. Children show high confidence levels and quickly get involved in the play opportunities the childminder has carefully planned for them. The childminder uses children's interest in transport to support engagement through providing a wide range of small-world cars and construction vehicles. Children giggle with delight as they race cars and make predictions about which vehicle will travel furthest.

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The provision is good

The childminder develops a well-sequenced curriculum that is based on her knowledge of each child's interests, abilities, and areas for development. For instance, she uses children's fascination with insects to teach them about lifecycles. Children excitedly talk about the tadpoles they have seen. They confidently discuss how the tadpoles will grow legs and eventually change into frogs. This helps children develop a love for the natural world. The childminder supports children's physical development well. She provides daily opportunities for children to be physically active outdoors, such as regular visits to the local park. Indoors, the childminder encourages children to crawl through a tunnel and plays 'peekaboo' with them as they reach the end. This helps children develop their motor skills and coordination.

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The provision is good

The childminder is consistent in her approach to behaviour management. All children are taught the importance of sharing and taking turns. Children remind each other to use their manners and say 'please' and 'thank you'. Children behave well.

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need to do better?

n The childminder has clear intentions for her curriculum. She works towards their school readiness, supporting their personal and social development well. The childminder gathers information from parents about their children's abilities when they first start, and uses her own ongoing assessments to check children's progress. The childminder uses additional funding effectively. She considers the needs of children and uses the funding to support their individual learning and development. n The childminder promotes early mathematics well. She skilfully weaves mathematics into her practice throughout the day. For example, children learn concepts such as 'up and down', 'over and under' and 'side by side' as they use play equipment at the park. This supports children to gain a good understanding of early mathematics. n Partnerships with parents are well established. They speak highly of the

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need to do better?

13 May 2025 childminder and value the regular sharing of information to help support learning at home. However, the childminder has not consistently established successful links with other settings that the children also attend. This does not fully promote continuity in their care and learning. n The childminder recognises the importance of supporting children to develop healthy lifestyles. She reminds children about the importance of washing their hands before eating. The childminder makes these routines fun by singing a hand washing song. Children bring a packed lunch from home. The childminder works with parents to ensure these are healthy and nutritious. n The curriculum strongly supports children's independence from a young age. Children illustrate this as they put on their shoes. The childminder encourages children to make their own decisions and become confident and independent learners. Children choose what they want to do throughout the day. For

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need to do better?

example, they bring a book to look at with the childminder and later choose to do some colouring. This helps to promote their well-being. n The childminder has a positive attitude towards her professional development. For instance, recent training has enhanced her skills in understanding schemas to better support children's learning and behaviour. However, she acknowledges that she needs to develop the strategies she uses to promote children's language and communication skills. For example, sometimes she uses long and complex sentences with young children. This does not fully support their early communication and language skills as effectively as possible. n Children demonstrate good concentration, attention and listening skills. The childminder gives them clear explanations about the purpose of activities. During these activities, the childminder is patient and gives children lots of time to work things out for themselves. For instance, they persevere when learning how to

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need to do better?

use scissors safely. Children beam with pride as they show the childminder the snips they have made in the paper.

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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 develop partnerships with other settings that children attend to enable a shared approach to children's learning n target training to increase knowledge of strategies to support younger children's language and communication skills.

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Setting details

Unique reference number EY548505 Local authority Hampshire Inspection number 10398476 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 24 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Alton, Hampshire. She operates all year round from 8am to 6pm, Monday to Thursday. The childminder offers the government funded places for childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to children about activities they enjoy when they attend the setting. n The childminder discussed how she ensures that her premises are safe and suitable. n Parents shared their views of he setting withe the inspector. n The inspector carried out a joint evaluation of an activity with the childminder. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

13 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

13 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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