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 arrive confidently and are eager to start their day. The childminder greets them warmly on arrival, creating a calm and welcoming atmosphere. As a result, children settle quickly and are keen to engage in the activities on offer. The childminder promptly introduces children to engaging activities that capture their interests. For example, a discussion about wildlife found in the garden, inspires children to think of animals they would like to find. They collect magnifying lenses and excitedly exclaim they are going on a snake hunt.

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The provision is good

Children develop positive relationships with the childminder and with each other. They feel safe and emotionally supported. The childminder's ambitious curriculum supports children to behave well. The childminder consistently models respectful and appropriate behaviour, reinforcing expectations clearly and positively. She reminds children of rules and boundaries in a gentle way. This helps them to manage their emotions and interact kindly with others. Furthermore, she teaches children about different emotions. For example, she encourages children to identify how they are feeling using pictures. She talks to them about why they feel upset. This helps them to regulate their emotions.

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The provision is good

Children benefit from a range of experiences that support their personal growth and understanding of the world. The childminder thoughtfully plans outings, which extend children's learning beyond the home setting. For example, visits to stately homes and gardens spark children's interest in history and horticulture, while helping them develop respect for nature and the environment.

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need to do better?

n The childminder offers a broad and engaging curriculum rooted in children's interests. A particular focus on nature sparks curiosity and exploration. Children learn about life cycles through hands-on experiences, such as observing caterpillars turn into butterflies and the stages of amphibian development, such as frogs. These rich learning opportunities support children's understanding of biology and create a sense of wonder. Older children show high levels of concentration and enthusiasm. However, some adult-led activities are not always differentiated for younger children. This means that, on occasion, some children do not have opportunities to fully engage to further extend their learning. n The childminder is committed to her ongoing improvement and professional development. She reflects regularly on her practice to identify what is working well and where further enhancements can be made. She works closely with

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need to do better?

other childminders, sharing ideas and resources to enrich the learning experiences she offers. Furthermore, she seeks out additional training, such as Early Years Professional Development, to deepen her knowledge and stay up to

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need to do better?

22 May 2025 date with best practice. n Parents praise the childminder and value the warm, trusting relationships she builds with families. However, communication about children's next steps in learning is not always clear or consistent. This means, that parents do not always know what the childminder is working on with their children to further support their learning at home. n The childminder places strong emphasis on developing children's communication and language skills. During story time, children are encouraged to answer questions, repeat familiar phrases and talk about characters and events. This not only boosts their spoken language but also lays firm foundations for early literacy. n Children are given regular opportunities to enhance their skills in physical development. For example, older children experiment with gross and fine motor movement while drawing animals and dinosaurs on a chalk board. Young

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need to do better?

children practise holding chalks and make marks, such as lines. This helps to build control and coordination. n The childminder has high expectations for children's behaviour. She sets clear and consistent boundaries and uses praise to encourage children to follow rules. As a result, children are kind and considerate. For example, they offer hugs to each other, share and take turns. n The childminder is committed to helping children learn skills to look after themselves. She encourages independence in dressing, hygiene routines and making healthy food choices. This prepares children well for school and promotes confidence in their abilities. n The childminder introduces children to key themes that help them understand the world around them. For instance, during activities focused on people who help us, children learn about the important roles of community helpers, such as firefighters. This deepens their awareness of safety and responsibility.

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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 focus more intently on the identified learning intentions for younger children during planned activities to fully support their progress n strengthen partnerships with parents to share more focused information about how they can continue their children's learning at home.

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Setting details

Unique reference number EY282028 Local authority Hampshire Inspection number 10394804 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 8 Date of previous inspection 26 September 2019

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Information about this early years setting

The childminder registered in 2005. She lives in Bishops Waltham, Hampshire. The childminder holds a relevant qualification at level 3. She cares for children from 7.30am until 5pm, Monday to Thursdays. The childminder provides places for children in receipt of government funding.

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Inspection activities

n The inspector observed the quality of education during a range of activities, both inside and outside, and assessed the impact this has on children's learning. n The inspector viewed the premises used for childminding and discussed how the childminder ensures they are safe and secure. n The inspector spoke to children during the inspection to find out about their time with the childminder. n The inspector completed a joint observation with the childminder. n The inspector viewed a sample of key documentation on request. n Parents shared their views with the inspector.

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Inspection activities

22 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

22 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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