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 confidently engage in conversations with their friends and the childminder. They talk about their pets and discuss their recent visits to their new schools. Children appear to feel safe and happy in the childminder's home-from-home environment. They build strong relationships with the childminder. Children cuddle with her as she enthusiastically engages them in a story.

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The provision is good

The childminder supports children to learn about being respectful to others. She regularly talks to them about taking turns. Children demonstrate a good understanding of this expectation. They discuss with their friends why it is important to always share kindly. Furthermore, children follow instructions with ease. They happily tidy up their toys before they move on to their next activity. Children behave well.

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The provision is good

Children benefit from a curriculum that immerses them in different experiences. For example, the childminder regularly takes children on exciting outings. She teaches children about animals and nature through visits to local farms and deer parks. Together, they reflect on their previous outings and remember what they have seen at the beach. Children gain information about the world around them.

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need to do better?

n The childminder supports younger children to begin using new words. For example, she speaks slowly to them and encourages them to use vocabulary, such as 'hello' and 'more'. The childminder frequently engages older children in conversations. For example, they talk together about their parent's favourite sports while they make pictures together. Children use a broad range of vocabulary that reflects the breadth of their experiences. n The childminder encourages children to carry out tasks for themselves. This is a key strength and is embedded securely across all areas of the provision. For example, children are confident to recognise when there are too many toys out on the floor and discuss that they should tidy up. Furthermore, children wash their hands independently and prepare the table for snack. They carefully lay place mats and bowls. Children develop strong independence skills. n Overall, the childminder's intent for the curriculum is clear. For example, she

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need to do better?

sequences children's learning to prepare them for school. However, her planning for mathematics is weaker. For instance, children learn about numbers but are not consistently introduced to broader concepts. This means that, at times, children have less experiences to extend their mathematical knowledge. n The childminder provides children with plenty of opportunities to explore text and print. Children often sit and look at books independently and also enjoy a group story time. Furthermore, the childminder takes children on trips to the

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need to do better?

10 June 2025 local library to provide them with access to a broad range of books. Children are supported to develop a love of reading. n Children enthusiastically explore their creativity. The childminder models how to use different tools as children excitedly cut and glue their creations. Children discover a range of materials. The childminder encourages them to think about how the materials feel. For example, children describe that different textures feel 'soft, bumpy' and 'scratchy'. Children try hard as they spread glue and accurately stick buttons onto their picture frames. Children engage well in their learning. n The childminder develops activities to build the muscles in children's hands, ready for early writing. For example, she provides them with access to paint pens, pencils and colouring pens. Older children grip writing equipment well as they confidently practise the first letters of their names. Children develop good

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need to do better?

fine motor skills. n The childminder recognises the importance of effective assessment. She monitors children's development and makes plans for the next steps in their learning. However, where children attend other early years settings, the childminder has not developed partnerships to share information about children's progress. This means that children do not consistently benefit from a shared approach to their education and care. n Parents feel involved in children's learning. The childminder regularly shares information with them about children's activities. She also tells parents what she is working on with children so they can support learning further at home.

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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 the curriculum for mathematics to support children's understanding of mathematical concepts n build partnerships with other settings that children attend to support a shared approach to their learning and care.

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Setting details

Unique reference number EY545919 Local authority Hampshire Inspection number 10398639 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 4 Number of children on roll 8 Date of previous inspection 4 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Waterlooville, Hampshire. She works Monday to Thursday, all year round. The childminder receives funding for the provision of free early education for children aged between nine months old and four years old. The childminder has an appropriate early years qualification at level 3.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector and the childminder carried out a joint observation. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 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

10 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

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

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