Childminder 109425

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 childminder provides a nurturing environment. She forms strong bonds with the children and warmly welcomes them into her setting. Children are happy and show they feel safe and secure in her care. They confidently interact with the childminder and seek cuddles and reassurance from her when they need to.

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The provision is good

The childminder's curriculum places a strong emphasis on supporting children's developing speech and language. She consistently engages them in meaningful interactions to extend their communication skills. For instance, as children explore sensory lights, she encourages conversation by talking to them about the changing colours.

p.2

The provision is good

Children enjoy frequent outings and new experiences that promote their understanding of the world. For example, they attend music groups and enjoy outings to explore nature trails. The childminder meets up regularly with other childminders. This provides children with opportunities to develop social skills as they play in a larger group and form new friendships.

p.2

The provision is good

The childminder is a good role model. She is kind and patient and talks to children at a level of their understanding. She demonstrates this as she gives them gentle reminders to share and take turns, and explains that it is important to be kind to their friends. The childminder praises children for their achievements, which boosts their confidence and self-esteem.

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need to do better?

n The childminder undertakes regular assessments to track children's development. She uses this information to build on what children already know and can do. For example, she draws on their interest in songs and stories to enhance their language development and to foster an early love of reading. n Children's communication and language skills are good. The childminder sits with them and talks about what they are doing. She models language well as they play. For example, she introduces words, such as 'cold' and 'wet,' as children delight in splashing water with their hands. The childminder sings nursery rhymes with children and they enjoy singing to themselves as they engage in activities. Very young children communicate well and eagerly respond to simple questions and instructions. n Children are supported in developing their curiosity skills. For example, they bang, shake and explore a variety of musical instruments. The childminder talks

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need to do better?

to the children about the sounds they are making. She introduces words, such as 'louder' and 'softer.' This helps to build on children's inquisitive thinking and to develop an understanding of cause and effect.

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need to do better?

24 July 2025 n The outdoor area has some challenges for children and they enjoy plenty of fresh air each day. Older children climb up apparatus, such as slides. They run and express joy as they catch bubbles. Younger children enjoy crawling onto a see-saw and rolling balls. However, the curriculum for younger children to practise and develop a wider range of physical skills is not fully developed. n The childminder supports children's independence and self-care needs well. She encourages children to do things for themselves. For example, children independently wash their hands before eating and learn about good hygiene practices. The childminder encourages children to look in mirrors to help them wash their faces independently. She gives them support to put on their own shoes and hats. n Children learn to understand the rules and boundaries. The childminder teaches children to sit still when eating and explains the importance of safety. She

p.2

need to do better?

encourages young children to tidy up when they have finished playing. This helps children learn how to respect the environment and how to look after the toys. n The childminder actively engages in ongoing training to keep her professional knowledge up to date. Recent training has strengthened her understanding of positive behaviour management strategies. The childminder reflects regularly on her practice and provision, which helps her to identify areas for improvement. n The childminder builds strong, positive relationships with parents. Parents speak highly about the education and care their children receive, and comment positively about their children's progress. The childminder keeps parents informed of their children's day, such as through discussion and digital media. This helps to support children's overall continual development.

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 the outdoor provision to ensure younger children are consistently challenged and receive rich learning experiences.

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Setting details

Unique reference number 109425 Local authority Hampshire Inspection number 10399297 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 3 Number of children on roll 6 Date of previous inspection 27 November 2019

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Information about this early years setting

The childminder registered in 1998. She lives in Farnborough, Hampshire. She works Monday to Friday, from 8am to 5.30pm, for most of the year. The childminder provides government funded childcare. She holds a relevant level 3 childcare qualification.

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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 took into account of the written views of parents. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Children communicated with the inspector during the inspection.

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Inspection activities

24 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

24 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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