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

p.1

The provision is good

The childminder builds close relationships with children. She talks to them about their holidays and families. Children demonstrate that they feel safe and secure in the childminder's home. They hold her hand and seek her out for cuddles as she supports them to regulate their emotions. Children laugh and giggle with delight as they play in the childminder's garden. Older children confidently invite their younger friends to join in with their games.

p.2

The provision is good

The childminder is passionate about teaching children about good manners and mutual respect. Children begin to gain a good understanding of these expectations. For example, at snack time, children say 'please' and 'thank you' as the childminder offers them fruit and milk. Furthermore, the childminder teaches children about taking turns. When children struggle to share toys for instance, the childminder supports them to consider how they can solve their disagreement. Children learn to respect others.

p.2

The provision is good

Children have experiences that teach them about the natural world. For example, the childminder takes children on nature walks to local woodland. She also plans planting activities to teach children about growing their own food. Children identify pumpkin seeds and discuss that they have recently planted some. Children demonstrate what they know and remember.

p.2

need to do better?

n Children have access to a wide range of books. They often enjoy looking at them in the cosy book corner. Children take them to the childminder, who reads to them enthusiastically. The childminder also engages children in nursery rhymes and singing sessions to increase their early literacy skills. n The childminder supports babies to gain new vocabulary. For example, she teaches them words such as 'pour' and 'cup' as they play in the water. The childminder also uses care routines, such as nappy changes, to have one-to-one interactions with babies. She speaks clearly and slowly. Babies respond with smiles and babbles. Children's communication skills are increased by the childminder. n The childminder has a clear curriculum that builds children's confidence and independence. She recognises the key skills that children need, ready for school. However, the childminder's curriculum around mathematics is less strong.

p.2

need to do better?

Although she teaches children about numbers, she does not consistently consider how to include broader mathematical concepts to further extend children's learning. n Overall, the childminder's interactions with children are positive. She prepares interesting resources that children enjoy exploring. However, at times, children

p.2

need to do better?

28 May 2025 are unfocused and frequently move between activities. When they engage in learning, their focus is occasionally disrupted by the childminder's routines. This means she does not consistently develop children's attitudes to learning. n Children benefit from trips out that focus on their physical development. For example, children visit the local park. The childminder plans activities such as these to allow children to learn how to climb and balance. She also encourages children to explore how their bodies move through activities, including yoga. Children build good physical skills. n The childminder recognises the importance of teaching children about health. She incorporates this into conversations with children during mealtimes. For example, they talk about the health benefits of fruits and vegetables. The childminder also includes learning about oral hygiene in her curriculum. Children receive regular messages that increase their understanding of healthy lifestyles.

p.2

need to do better?

n The childminder uses assessments effectively. When she identifies that children may need additional support, she promptly seeks support from appropriate agencies. For example, she collaborates with health visitors and speech and language therapists to support children with special educational needs and/or disabilities. Together, they implement plans to support a shared approach to children's education. n Parents provide positive feedback about their experience with the childminder. She keeps them informed about children's development. The childminder has also developed home-learning strategies. For example, she provides parents with story sacks to promote a love of reading at home. Parent partnerships are strong.

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 develop the mathematics curriculum to further extend children's learning n build on children's engagement during activities to consistently promote children's positive attitudes to learning.

p.3

Setting details

Unique reference number 2718950 Local authority Hampshire Inspection number 10388755 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and is located in Waterlooville, Hampshire. The setting operates from 7.30am to 6pm, Monday to Friday. The childminder has an appropriate level 3 qualification in childcare and provides care for most of the year. The childminder provides government funded early education spaces to eligible children between the ages of nine months old and four years old.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector took account of views provided by parents. n The childminder provided the inspector with a sample of key documentation on request. n The inspector and the childminder carried out a joint observation.

p.4

Inspection activities

28 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.

p.4

Inspection activities

28 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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