Childminder EY476202

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 show they feel safe and secure in the childminder's attentive care. They snuggle in for comfort and reassurance when necessary and seek out the childminder to play with them. For instance, children enjoy taking turns to roll balls and bounce them to the childminder. They laugh with delight as they play together. Children are interested in the activities and resources the childminder provides to support their learning. For example, they are eager to explore the inviting water tray outdoors. Children show they are curious learners as they investigate the solar water fountain. The childminder supports and encourages children to get involved, play and learn.

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The provision is good

The childminder has clear plans about the skills she wants children to learn in her care. For instance, she helps children to be independent in all they do. During snack time, children find their own bowls and cutlery, pour their own drinks and self-serve their food. The childminder encourages children to make choices and decisions. She supports them to be confident and to make their needs known. The childminder teaches children a range of skills to support them to move on to the next stage in their education.

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need to do better?

n The childminder knows the children she cares for very well. She has a clear understanding of how children learn. The childminder readily identifies children with special educational needs and/or disabilities (SEND). She puts effective plans in place to help close any gaps children have in their learning. The childminder helps all children to make good progress in her care. n Children have exceptional support for their communication. The childminder teaches children new words and uses actions to show children what the words mean. This is a real strength of the childminder's practice. She reads lively stories to children and leads enthusiastic singing sessions. Children are immersed in a learning environment where they hear an extensive range of language. n The childminder works in partnership with other professionals that support children's learning and development. For instance, she has added in visual

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need to do better?

support strategies that help all children, including those with SEND, understand the daily routine. The childminder demonstrates high levels of consistency for children's care and education. n Children learn to recognise their emotions. For example, the childminder helps children understand that when others are laughing, they are happy. She teaches children to recognise when others may be sad and what they could do to help their friends. The childminder provides children with good support to learn about the language of feelings.

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need to do better?

11 July 2025 n The childminder is a positive role model for children as they play. For instance, she helps children to keep on trying as they attempt to free numbers frozen in ice. Children show they enjoy the challenges the childminder sets for them. The childminder teaches children when to use good manners and how to ask others for their turn with resources. They listen to what she says attentively. Children benefit from good support to develop positive attitudes to each other, the childminder and their learning. n Children benefit from hearing lots of warm praise from the childminder. For example, she tells older children they have done 'good listening' and 'remembering' at the end of a familiar story. This supports their self-esteem well. However, younger children do not fully benefit from the same level of praise. The childminder does not consistently use words that help younger children to understand what they have done well. She does not fully consider how to

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need to do better?

support them to develop skills such as resilience and persistence. n The childminder teaches children about good hygiene routines. For instance, she helps children recognise when they need to blow their noses and wash their hands. The childminder supports children to be active, such as by playing energetically outdoors, and to develop healthy lifestyles. n The childminder is proactive in seeking out training that will improve her knowledge and benefit the children she cares for. For example, she has developed her skills and confidence to support children's understanding of simple mathematical concepts. n The childminder makes effective use of additional funding for children. For instance, she has bought resources that help children to regulate their behaviour. The childminder also sends resources to parents to support children's home learning. Parents comment very favourably about the support and advice

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need to do better?

the childminder shares with them to help their children thrive.

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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 ways to help younger children to understand what they have done well to support their resilience and persistence as they play and learn.

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Setting details

Unique reference number EY476202 Local authority Hampshire Inspection number 10399868 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 23 Date of previous inspection 18 December 2019

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Information about this early years setting

The childminder registered in 2014. She lives in the Rownhams area of Southampton, Hampshire. The childminder provides care from Monday to Friday, throughout the year, from 7.15am to 5.45pm. Funding is accepted for the provision of early education for children. The childminder holds a qualification at level 3 in childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for the children's learning. n The inspector and the childminder completed a joint observation. n The childminder and the inspector discussed how the curriculum has been implemented and the impact this has had on the children's learning. n The inspector talked to the childminder and the children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request, including evidence of the suitability of household members. n Parents shared their views of the setting with the inspector.

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Inspection activities

11 July 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

11 July 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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