Childminder 150849

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 enjoy their time with the childminder, and feel safe and secure in her care. They are self-motivated and play cooperatively, such as when they role play together. The childminder is responsive and joins in with children's play, supporting and encouraging them to communicate with each other. Children listen attentively to what she says. They show positive attitudes and behaviour.

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The provision is good

The childminder plans a varied curriculum for children, designed to teach them a range of skills. For instance, she helps children learn about when to use good manners, to be kind to others and to look after their belongings. Older children show they are caring towards younger children. For example, older children offer younger children comfort and cuddles when they are upset. The childminder gently teaches children to listen to what others say, and to wait their turn before speaking. She encourages all children to keep on trying, such as when building with blocks. The childminder offers children plenty of warm praise. She supports them in developing positive self-esteem. Children benefit from being in the care of a childminder who knows them very well and supports their emotional well-being effectively.

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need to do better?

n The childminder supports children's communication well. She regularly reads stories to them and sings songs. The childminder teaches children the names of the different birds they see on their walks. She helps them to make links from the pictures in the books to what they see on their walks in the local area. The childminder offers children good support to develop their speech and vocabulary. n Children show they enjoy mathematics and bring this into their play. For instance, they notice that some cars have numbers on them. The childminder encourages children to identify what the numbers are and to count on their fingers. Children beam with pride as they develop their number recognition skills as they play. The childminder helps children build their early mathematical skills. n The childminder supports children to take turns as they play. For example, when looking at books, she encourages children to use finger puppets one at a time.

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need to do better?

The childminder helps children to play independently, encouraging them to engage in activities and play with others. She supports their social development effectively. n Generally, the childminder is an effective teacher. For instance, she helps children learn to use different tools. She asks children to measure how tall they are, using a wall chart, and to identify the numbers they see. However, at times, she does not fully consider how to challenge and build on children's learning. The childminder does not consistently offer children the support they need to make greater progress in their learning.

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need to do better?

4 August 2025 n The childminder supports children in planning what they are doing. For example, when children play with cars on a printed car mat, she asks them where they are driving to. She asks them questions to help them sequence their journeys. However, the childminder does not consistently wait for children to think and reply to her questions. Occasionally, she does not fully support children in developing their thinking skills. n The childminder supports children to develop healthy lifestyles. She encourages children to be independent and confident in their personal care. For example, the childminder helps children to develop effective handwashing routines. Children learn about making healthy choices. The childminder supports children to learn about keeping themselves safe. She teaches them many skills that will help them move on to the next stage of their education, including school. n Children benefit from taking part in regular trips with the childminder. She uses

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need to do better?

these outings to support children's learning and development. For instance, she helps children's physical development as they increase their stamina on walks. Children clearly enjoy going out with the childminder. They enthusiastically plan where to go and what to take with them, such as when they next collect blackberries. The childminder helps children to learn about the wider world. n The childminder builds effective partnerships with parents and other professionals connected to the children. For instance, she shares information about children's learning in readiness for their move to school. The childminder supports a consistent approach and joined-up transition for children. n The childminder is proactive in keeping her knowledge and skills up to date. For example, she seeks out regular training. This helps her maintain a consistently good-quality setting.

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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 focus teaching with greater precision, in order to provide the right level of challenge to extend children's learning even further n strengthen the use of effective questioning skills to give children more time to think and respond to questions and enable them to share their thoughts and ideas.

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Setting details

Unique reference number 150849 Local authority Hampshire Inspection number 10398735 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 8 Date of previous inspection 7 November 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Fareham, Hampshire. She operates all year round from 7.30am to 6.30pm, Monday to Friday. The childminder provides funded early years education for children. She has an appropriate qualification at level 3.

p.4

Inspection activities

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

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Inspection activities

4 August 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

4 August 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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