Childminder EY299068

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 build strong relationships with the calm and nurturing childminder. They cuddle with her and engage in meaningful conversations. The childminder talks to the children about their interests. For example, they talk about wanting to be a 'motorcycle rider' and a 'pilot' when they grow up. Children look happy and settled in this home-from-home setting.

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The provision is good

The childminder consistently supports children to learn about the expectations of their behaviour. Children demonstrate a good understanding of this. For example, they have a remarkable understanding of how to speak to each other politely. They say 'thank you' and 'you're welcome' as they take turns kindly with one another. Children are highly respectful towards their friends and adults.

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The provision is good

Children laugh with excitement as they play with balls in the outdoor play space. They run confidently as they skilfully avoid obstacles. The childminder supports children to learn about different ways to use their body movements. She recognises how physical play can support children to develop the core strength they need ready for early writing. For example, the childminder provides small tools for children to use in the sand. She shows them how to scoop and pour with accuracy. Children develop good physical skills.

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need to do better?

n Children receive plenty of support for their communication and language skills. The childminder builds interesting conversations and increases their vocabulary as they play games. For example, when children describe baby animals, the childminder provides them with words, such as 'fowl' and 'calf'. This supports children to gain a broad understanding of different words and their meaning. n Overall, the childminder has a good understanding of what she wants children to learn. Occasionally, the implementation of the literacy curriculum is not as strong. For example, children do not regularly have their interest in stories promoted through the childminder's interactions. This means that, at times, children's love of reading is not consistently developed and increased. n The childminder has plenty of resources that children enjoy. She plans activities for all children and aims to adapt teaching for children of different ages.

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need to do better?

However, at times, her intentions for children's individual learning are broad. This means that educational experiences are not consistently organised to target children's stage of learning. n The childminder promotes children's focus and engagement during activities. Children become deeply involved in their games. The childminder encourages children to think critically when they construct and create. Furthermore, children try hard to complete puzzles and articulate their thoughts. The childminder

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need to do better?

16 July 2025 offers children praise for their effort and provides supportive suggestions. Children focus well. n The childminder encourages children to learn about good health. For example, she engages in purposeful conversations with children about their preferences for different foods. Children demonstrate what they know about the nutritional benefit of fruits and vegetables. They also discuss the fajitas they have tried at home. Children begin to develop an understanding of food choices and healthy lifestyles. n Babies and young children have their hygiene needs met sensitively. For example, the childminder ensures nappy changes are calm and respectful. She kindly asks babies if it is time to change their nappy and they smile happily. The childminder talks closely with them about what they are doing. Babies' emotional security is supported well. n When children attend other early years settings, the childminder recognises the

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need to do better?

importance of contacting children's key person. However, she has not yet strengthened these partnerships to ensure information about children's progress and development is regularly shared. This means that children do not consistently benefit from a shared approach to learning. n Parents provide positive reviews of their experience with the childminder. They feel involved as they receive photographs of children's activities. The childminder regularly shares information about children's progress and development. She also asks them to provide a 'parent view' of children's stage of learning. Through this, parents are able to collaborate closely with the childminder to extend children's learning at home. Parent partnerships are strong.

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 increase children's interaction with books and stories to further develop their love of reading n target children's next steps in learning precisely to focus on their individual stage of development n strengthen partnerships with other early years settings that children attend so that children benefit from a shared approach to their learning and care.

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Setting details

Unique reference number EY299068 Local authority Hampshire Inspection number 10399842 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 3 Date of previous inspection 17 December 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Chandler's Ford in Hampshire. The childminder operates all year round, Monday to Wednesday from 7.30am to 6pm. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder completed a learning walk with the inspector and explained what she plans for children to learn. 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 observed the interactions between the childminder and the children. n Parents shared their views of the childminder with the inspector.

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Inspection activities

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

16 July 2025 16 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

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

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