Foy, Patricia

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 friendly childminder greets children and families warmly on arrival. Children arrive happy and confident to start the day. The childminder's warm and nurturing manner supports children to build secure attachments and helps them to feel safe and settled. Children show curiosity while exploring the environment and age- appropriate resources. The childminder knows children well and ensures that children's favourite toys are easily accessible. For instance, children thoroughly enjoy playing at the sand tray. They enjoy building sandcastles and experiment with texture while adding water. These opportunities help to engage and motivate children.

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The provision is good

The childminder provides an ambitious curriculum for children, which is designed according to children's ages and stages of development. She places a strong emphasis on physical development by integrating outdoor activities which are thoughtfully woven into children's everyday learning. For example, children learn about nature through trips to wildlife parks and gardens and develop muscle strength and coordination while using climbing apparatus. Additionally, the childminder has introduced story bags containing books and props. She skilfully uses these stories to extend children's learning across other areas of the curriculum, such as literacy and mathematics.

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The provision is good

Children behave well. The childminder is a good role model for children. She has high expectations for children's behaviour. She consistently reminds them of rules and routines and offers praise and encouragement. This helps children to know what is expected of them.

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need to do better?

n The childminder provides a varied and exciting curriculum. Children's interests are incorporated into planned activities, which build on their existing knowledge and understanding. For example, children learn about life cycles, animals and habitats while listening to favourite stories. The childminder collects detailed information from parents when children first start. This helps to establish what children already know and can do. The childminder combines this with her own observations, to form accurate assessments, which help her to plan children's next steps in their learning with the purpose of closing any gaps and to support future development. n Children benefit from a language rich environment. The childminder is committed to supporting children to develop communication and language skills. She chats to children about their play. She introduces vocabulary and asks questions designed to support critical thinking. However, at times she does not

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need to do better?

always provide children with time to process what is being said or asked. This

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need to do better?

30 June 2025 means that children do not always have the time to think and respond. n The childminder supports children to develop skills in independence. For example, children are encouraged to look after their own needs, such as putting on and taking off their shoes. Furthermore, she teaches children how to manage their own risks. For instance, younger children carefully use climbing apparatus, supported by the childminder who offers guidance and encouragement. These activities help children to develop confidence in their own abilities. n The childminder has a clear and consistent approach to expected behaviour. This helps children to behave well and gain an understanding of rules and boundaries. For example, when children are asked to tidy up toys from the floor, they do this without hesitation. Additionally, she supports children to understand that they may choose up to three toy boxes at a time. This helps them to

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need to do better?

manage the environment responsibly. n The childminder has established good relationships with other early years settings that children attend. She updates them with information to help them seek professional support for children with special educational needs and/or disabilities. When children start school, the childminder shares information designed to support their smooth transition and to help them make progress in their learning and development. n Partnerships with parents are strong. The childminder shares updates via online applications about children's daily experiences and progress. Parents highly praise the childminder and describe her setting as 'warm, nurturing and stimulating'. n The childminder is committed to her own professional development. She ensures all mandatory training is up to date and identifies additional training to further improve her practice, such as promoting outdoor learning. Furthermore, she has

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need to do better?

established close partnerships with local childminders. They share constructive and helpful information. This helps to support her ongoing professional development.

p.3

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.

p.3

should:

n strengthen practice so that children have enough time to think and respond during conversations to support their language skills further.

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Setting details

Unique reference number EY403976 Local authority Hampshire Inspection number 10398045 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 6 Number of children on roll 6 Date of previous inspection 1 October 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Hordle, Hampshire. She operates from 8am to 6pm, Monday to Thursday, for most of the year. The childminder holds a relevant early years qualification at level 3. She offers government funded childcare.

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Inspection activities

n The inspector observed the quality of education provided and assessed the impact that this was having on children's learning and development. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder provided the inspector with a sample of key documentation on request. n The inspector considered written and verbal feedback from parents and spoke to children during the inspection. n The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

30 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

30 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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