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

The nurturing childminder creates a warm and welcoming home-from-home environment where children settle quickly and feel confident. They eagerly engage in activities and experiences that are carefully planned for them by the childminder. For instance, children develop their fine motor skills and coordination through everyday activities, such as threading, peeling stickers, and mark-making. This helps them build on their small hand and finger muscles, which are needed later for writing.

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The provision is good

The childminder plans her environment carefully according to what she wants children to learn and around their interests. She has developed a curriculum that has a good focus on language and communication. The childminder consistently engages in conversation with children, describing what they do and introducing new vocabulary. For example, during snack time, she talks to children about the fruit they eat, describing apples as 'crunchy.' Children are chatty and demonstrate confidence in speaking to adults and each other.

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The provision is good

The childminder has high expectations of children's behaviour. She sensitively reminds children to use their manners, such as saying 'please' and 'thank you'. Children's behaviour is good. They clearly understand why behaviour rules are in place and respond positively to requests. The childminder creates opportunities for children to play alongside each other, such as building towers or engaging in role- play. This helps children make connections and feel proud of their achievements.

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need to do better?

n Overall, the childminder provides a broad curriculum that strongly focuses on communication and children's emotional well-being. She confidently discusses children's starting points and identifies their next steps. However, the curriculum for mathematics is not as well embedded as other areas of learning. This means children do not always have opportunities to learn or practise key mathematical concepts. n The childminder effectively implements her curriculum for early literacy skills and children's love of books and stories. A genuine love of books is evident as children independently access and explore books independently. The childminder reads enthusiastically and encourages children to talk about the pictures and what they see. n Partnership with parents is good. The childminder regularly shares information about children's learning and development with the parents and other settings that the children attend. Parents say they greatly appreciate the daily updates.

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need to do better?

This creates a consistent approach to children's learning and development. n The childminder helps children to develop an awareness of healthy lifestyles. She

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need to do better?

9 June 2025 works with parents to ensure that snacks and packed lunches are healthy and nutritious. Children develop good independence skills. For instance, the childminder teaches the importance of washing their hands before mealtimes. She encourages them to sing a handwashing song with her. This helps children learn healthy habits and develop their independence. n The childminder supports children's awareness of the importance of good oral health. She offers children opportunities to use toothbrushes to clean dirty marks off pretend teeth. After discussing children's routines at home, the childminder provides families with 'oral health packs' to reinforce messages about tooth brushing. This helps to promote healthy habits. n The childminder provides many opportunities for children to enjoy the natural world. For example, she teaches children how to care for their pet budgie. This helps them to learn how to respect and care for living things. The childminder

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need to do better?

uses trips and visits to develop children's knowledge of the wider world. Children learn about some traditional festivals, such as Easter and Christmas. However, there are less opportunities for children to learn about people and communities that may be different from them. This means they are not fully prepared for life in modern Britain. n The childminder evaluates her practice and identifies areas for development. She reads relevant childcare literature and completes further training, helping her to keep up to date with changes and develop her practice. For example, recent training has improved her understanding of behaviour management strategies. The childminder also networks with local childminders, where they can share practice and support one another's well-being. n Children demonstrate good concentration, attention, and listening skills when completing puzzles. They listen carefully to the childminder's suggestions for

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need to do better?

matching pieces. Children show positive attitudes to learning by smiling and cheering as they complete the puzzle.

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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 strengthen the curriculum for mathematics to help children build on their understanding of early mathematical concepts n plan a wider range of experiences that help develop children's understanding of diversity, and the similarities and differences between themselves and others.

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Setting details

Unique reference number EY549178 Local authority Hampshire Inspection number 10398230 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 3 Date of previous inspection 9 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Alton, Hampshire. She provides care all year round, Monday to Thursday from 8am to 5.30pm. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact that this was having on children's learning. n Children interacted with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder and reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

9 June 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

9 June 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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