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 are happy and settled, and they thoroughly enjoy their time with the childminder, who is kind, responsive and deeply caring. Children reflect these same qualities within the friendships they are forming with each other. For example, children notice when their friends are struggling with a task and will offer to help. Children learn that 'sharing is caring' and wait patiently for their turn. This helps children gain the skills they will need for future relationships. Children demonstrate that they feel safe and secure through their strong attachments with the childminder.

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The provision is good

Children develop a love of books. The childminder plans activities around key stories that reflect children's emerging interests. For example, she introduces books, such as 'The Very Hungry Caterpillar', following children's recent interest in insects. The childminder regularly revisits key stories with children, helping to embed newly gained knowledge and vocabulary. This helps develop children's language and literacy skills.

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The provision is good

Children have great fun learning about the natural world around them. For example, they concentrate intently as they lift leaves and move stones in search of insects in the garden. Children squeal with delight as they find woodlouse and a snail. The childminder's enthusiasm helps build children's confidence and curiosity as they take turns to handle and study the insects. Through discussions with the childminder, children learn about insect habitats and how to treat living things with care.

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need to do better?

n The childminder regularly updates her knowledge and skills in a range of ways. This includes attending formal training and linking with other childminders in the area to share good practice. The childminder incorporates what she learns to strengthen her curriculum. For example, following recent training, the childminder has strengthened her provision in relation to mathematics, which has had a positive impact on children's progress in this area. n Children have lots of opportunities to develop their mathematical knowledge, preparing them well for their eventual move to school. The childminder skilfully incorporates maths during children's play. For example, while building a marble run together, the childminder encourages children to count the number of marbles, touching each one as they count. This helps provide children with an early understanding that number has value. n Although the quality of teaching is of a high standard overall, there are some

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need to do better?

occasions when the childminder does not always pitch activities as precisely as others. For example, during a craft activity, the childminder encourages children

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need to do better?

30 May 2025 to add basic body parts to their insect creations. However, she does not always consider whether all children have the prior knowledge they need, such as how many legs a grasshopper has or where on the body they are positioned. This means that not all children achieve the learning intent as fully as others. n Children have lots of opportunities to build on their physical skills. For example, they develop their core strength, balance and coordination, as they practise yoga. Children follow instructions and skilfully stretch and move their bodies into various poses and positions. Children exert themselves, while developing their ball skills during weekly sports coaching sessions. This helps children develop positive attitudes towards staying active. n Children learn how to keep themselves safe. The childminder teaches children about hazards and risks. For example, the childminder draws children's attention

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need to do better?

to the floor when it becomes cluttered with toys during their play. She encourages children to think about why this might be a risk and what action they may need to take, before making the area safe together. n Children behave very well and have a clear understanding of the rules and why these are important. They demonstrate that they are familiar with the routine, as they transition through their day with ease. Children listen well and follow instructions. For example, they stop what they are doing when they hear the 'tidy up song' and respond with enthusiasm. Children have lots of fun as they work speedily as a team to return all the toys to their original boxes. The childminder provides encouragement and cheers, as children achieve the task before the end of the song. This helps children feel proud about their accomplishments. n The childminder works in close partnership with parents and other professionals.

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need to do better?

For example, she liaises regularly with local schools and other settings where children also attend. Furthermore, the childminder keeps parents up to date on children's progress and creates shared targets for parents to extend children's learning at home. This provides children with a consistent approach towards their learning.

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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 opportunities children have to reach their full potential by making sure all activities are securely built on what they already know.

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Setting details

Unique reference number EY547974 Local authority Hampshire Inspection number 10398304 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 4 Number of children on roll 9 Date of previous inspection 14 October 2019

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Information about this early years setting

The childminder registered in 2017 and lives on Hayling Island, Hampshire. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, and from 10.30am to 4pm on Fridays. The childminder is registered to work with an assistant. The childminder holds a relevant level 3 qualification.

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Inspection activities

n The childminder and the inspector completed a learning walk together of all areas of the provision and discussed the early years foundation stage curriculum. n The inspector talked to the childminder and the children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to, and sampled written feedback from, parents during the inspection and took account of their views.

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Inspection activities

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

30 May 2025 30 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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