Childminder in Hampshire

Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

The childminder has not ensured her usable indoor space meets the requirements of the 'Statutory framework for the early years foundation stage' with regard to how many children she can care for indoors. In addition, the childminder has not been thorough in her risk assessment of the indoor space, leaving hazards unchecked. This puts children's safety at risk. Children's individual learning and development needs are compromised because the limited space affects children's attitudes to their learning. For instance, children find it challenging to work in small groups because there is not enough space to set up adequate learning experiences. The lack of adequate floor space also means some children spend long periods of time sitting on soft furniture that is not suitable for play. This hinders children's mobility and affects their motivation to freely follow their interests.

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The provision is inadequate

Children appear happy in the childminder's home. The childminder has a nurturing and friendly manner, which settles young children and gives them the confidence to share what they know. Children excitedly find superhero costumes to dress up in and love showing the childminder their characters. Both the childminder and assistants who work with her give encouragement to children as they build structures and talk about their feelings. This helps children to feel valued. Children benefit from frequent trips to parks and walks in the local community with the childminder. Children challenge themselves during play outside because the childminder helps them to feel confident. For instance, she supports children to move on play equipment that previously they have struggled to climb. This helps children to develop their physical skills.

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need to do better?

n The childminder's risk assessments of the indoor learning environment are not effective. As a result, there are several hazards that present a risk to children's safety. For example, the room contains shelves laden with delicate items that children can easily reach. Children knock into these as they balance on furniture, causing objects to fall and break apart. Large rucksacks line the stairs with trailing straps, creating trip hazards for children when they go to the bathroom. This compromises children's safety. n The childminder has not ensured that the space used for minding children inside is adequate. The indoor space is cluttered and cramped, and there is not enough room for children to learn and play freely. This does not enable the childminder to support children to reach their full potential. In addition, the confines of the space create a busy environment where very young children are able to crawl

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need to do better?

around furniture without being seen. As a result, children bump their heads on chairs as they stand.

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need to do better?

28 August 2025 n The childminder does not consistently remind children of the setting's rules when playing indoors. For instance, older children run inside and are not reminded to walk. In addition, children are not supported to tidy up after their play, which means toys are scattered around the floor. These create hazards for children and adults and further restrict the space children have to play and explore. n The childminder communicates with parents to gather information that helps children with important transitions. This supports young children to settle into the provision quickly and supports older children in their transition to school. Parents also report that their children look forward to spending time with the childminder. n The childminder supports children's emotional development. She encourages children to talk about their feelings using props that link to stories about emotions. The childminder and her assistant give children the language to

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need to do better?

understand their emotions, for instance talking about how we can feel mixed emotions. This helps children to make sense of their ever-changing feelings. n The childminder helps children develop problem-solving skills. For example, she helps older children decide how to construct a tunnel that allows a toy car to pass through. The childminder asks open-ended questions and gives children the time to respond thoughtfully. This helps to promote children's critical thinking. n The childminder ensures any mandatory training for herself and any assistants who work with her is kept up to date. The childminder's assistants report positively about their role. The childminder provides any assistants that work with her with ongoing support to continue to develop their practice.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

ensure risk assessments identify and minimise all hazards to children 06/10/2025

p.3

Due date

ensure the premises are organised to meet the space requirements and the needs of children 06/10/2025

p.3

Due date

28 August 2025 take all reasonable steps to organise the provision to ensure the curriculum is implemented effectively and supports children's learning and development 06/10/2025

p.3

Due date

ensure that the curriculum supports children to understand and follow the setting's rules and keep themselves safe. 06/10/2025

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Setting details

Unique reference number EY475130 Local authority Hampshire Inspection number 10408261 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 11 Date of previous inspection 29 January 2020

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Information about this early years setting

The childminder registered in 2014. She lives in Hamble, Southampton. The childminder provides care from 7.30am to 5.30pm, Monday to Thursday, all year round. She has a relevant early years level 6 qualification and works with an assistant. She currently offers funded places for children up to four years of age.

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Inspection activities

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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder, her assistant and the children. n Parents and carers shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

28 August 2025 28 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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