Ms Susan Rutledge

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive in the care of the dedicated childminder. They learn with enthusiasm throughout their day. Children feel safe and secure as they have friendly conversations with their peers. Together, they talk about how to protect themselves from the sunshine on a hot day. They find their hats and apply sun cream themselves. Children build excellent independence skills and a remarkable knowledge of personal health.

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The provision is outstanding

Children's behaviour is exemplary. This is because the childminder positively implements clear and consistent boundaries. For example, children are supported to learn about kindness and sharing. They effortlessly take turns with resources and say please and thank you to one another. Furthermore, children demonstrate remarkable respect and care for each other and their environment. They happily clear up spillages and kindly offer each other help with tasks at tidy-up time.

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The provision is outstanding

The childminder provides activities that are inspiring and thought-provoking. For example, children talk about planting tomatoes, strawberries and sweetcorn. They speak confidently about how their plants need sunlight and water to grow. The childminder builds on children's learning and encourages them to consider the importance of shade too. Children build a breadth of knowledge through meaningful experiences.

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need to do better?

n The childminder prepares an exciting and ambitious curriculum. She plans carefully for children's learning and monitors their development closely. The childminder knows what she wants children to learn. She then develops interesting activities to extend children's understanding across the different areas of learning. For example, they visit the library and select books about recycling. The childminder teaches them words such as 'environment' and 'sustainable'. Children talk with exceptional knowledge about materials, such as crisp packets, and explain that they are not biodegradable. Children engage with fascination and demonstrate highly positive attitudes to learning. n Children have educational experiences that are expertly tailored to their stage of development. The childminder works closely with parents to find out what children can do when they first start with her. They assess children's progress

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need to do better?

together and the childminder frequently shares information about children's achievements. Through this, parents are fully involved in children's learning experiences and know how to further children's education at home. Parent partnerships are exceptionally strong. n The childminder provides children with information that increases their understanding of healthy lifestyles. Together, they go to local shops and engage

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need to do better?

25 June 2025 in activities that teach them about the importance of balance and nutrition in their diet. Children speak with interest about what they know. They explain that 'too much sugar is not good for our teeth'. The childminder builds on this discussion during snack time as children try a range of different fruits and talk about how they taste. Children begin to learn how to look after their bodies. n The childminder provides children with experiences that broaden their knowledge of the world around them. For example, she takes them to supermarkets that sell food from different continents. They take these home and bake together. The childminder uses activities such as these to promote curiosity and inspire conversations about different people, lifestyles and cultures. Children's understanding of similarities and differences in the wider community is increased. n The childminder builds exceptionally strong channels of communication with

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need to do better?

professionals involved in children's education and care. For example, when children attend other early years settings, she keeps in regular contact with them. They discuss children's progress and share professional knowledge about the next steps in learning. The childminder also collaborates frequently with local primary schools by familiarising children with the school and teachers to prepare them for their transition. Children benefit from a highly effective shared approach to their learning. n The inspiring childminder is highly passionate about her professional development. She skillfully evaluates her practice and engages in training to further her knowledge of different areas of teaching. For example, she completes training to increase her understanding of how to support children's developing speech and language. She also reads research and takes account of useful findings to evaluate and improve the effectiveness of her environment.

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need to do better?

Through practise such as this, the childminder continually strives to raise the standard of her teaching to the highest level for children.

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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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Setting details

Unique reference number 151058 Local authority Hampshire Inspection number 10399164 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 6 Number of children on roll 6 Date of previous inspection 21 November 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Emsworth, in Hampshire. She operates Wednesday to Friday, from 7.30am to 5.30pm. The childminder holds a qualification at level 3. She provides government funded early education for children between the ages of nine months old and four years old.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector spoke to children to find out about their time at the setting. 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 Parents shared their views with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 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

25 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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