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 happily join the childminder at his home. He sets out a range of activities that interest the children. They excitedly play alongside each other and are fully engaged in the experiences. For example, children build a large train track and push the trains along the track together. The children welcome the childminder into their play. They independently access resources to develop their play ideas. The childminder praises them for their achievements. Children are confident and have good self-esteem.

p.2

The provision is good

Children behave well. The childminder has high expectations for behaviour and teaches children to be kind and respectful. The children listen, respond to questions and follow instructions from the childminder. They confidently ask him if they want something and he reminds them to use good manners. For example, they sit down together for snack time and pass the plate of food to each other. They demonstrate good sharing and patiently wait for their turn. The children all play nicely together and show that they care for each other and the equipment.

p.2

The provision is good

The childminder knows the children very well. He tracks each child's development to ensure they are progressing in their learning. He plans exciting activities that meet their needs and enhance their development. He is aware of what the children need to learn in preparation for the next stage of their development, such as school readiness. Children are all making good progress in their development.

p.2

need to do better?

n The childminder encourages children to use their imagination in their play and develops this further. The children have access to a large range of resources to support their imaginative play. For example, they use large bricks to build a boat. They create storylines together and the childminder uses questioning to extend their play. The children have made strong relationships with each other and with the childminder. n The childminder promotes mathematical learning well. He encourages children to count, identify shapes and learn their colours. Children can do this with ease. The childminder challenges their learning further. For example, the children use tools to fill their bowl with coloured objects. He then asks how many they have and of those objects how many are of a certain colour. The childminder allows them time to problem solve on their own, supporting them when necessary. Children have a good foundation of early mathematics.

p.2

need to do better?

n Children build on their physical development. The childminder sets out activities to strengthen their hands for early writing. For example, they manipulate play dough using tools, such as rollers, scissors, cutlery and cutters. The childminder also gets children to use their hands to push, roll and pull the play dough.

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need to do better?

26 June 2025 Children engage in these activities for a long period of time. Outside, children enjoy playing on ride-on equipment, such as cars and bikes. The children have good physical development. n Overall, the childminder supports children's communication and language in various ways. For instance, children enjoy conversations and story times and join in with repeated refrains. However, at times, the childminder does not give children all the time they need to answer questions, and sometimes he does not help them learn the correct pronunciation of new words. This does not fully support them to consistently build on their language skills. n The childminder promotes equality and diversity. For example, he teaches the children that everyone is different, but we treat everyone the with respect. He uses stories and small world toys to develop children's understanding. The childminder teaches children about different cultures. They learn about

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need to do better?

significant celebrations, such as Divali. He also takes children out in the community. For example, they visit the local park and library. Children are learning about the world around them. n The childminder can identify if a child needs support in their learning and knows how to use external agencies for help. He supports families to access relevant funding. The childminder works alongside other settings the children attend and the local school. For example, he completes progress reviews on the children and gives these to the settings. The children are preparing for the transition to school. n Parent partnerships are strong. Parents praise the childminder for the 'exceptional care' he provides for all children. The parents explain how the children love attending and are thriving under his guidance and support. Communication between the childminder and parents is good. The childminder provides a warm, safe and engaging environment.

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 strengthen support for children to consistently build further on their language skills.

p.3

Setting details

Unique reference number EY548549 Local authority Hampshire Inspection number 10394418 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 17 Date of previous inspection 2 September 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Hedge End, Southampton. He operates all year round from 7.30am to 5.30pm, Monday to Thursday, 7.30am to 4.30pm on Friday, except for bank holidays and family holidays. The childminder works with a co-childminder. He offers funded early education places for children aged nine months to four years old.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder spoke to the inspector about how he organises his early years setting, including the aims and rationale for his 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 received some feedback on the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 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

26 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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