Childminder 112978

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 are welcomed warmly into this calm, nurturing setting. They are enthusiastic and settle in well. Children show strong connections with the childminder and any assistants she works with.

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The provision is good

Children engage well in activities and learning opportunities. The childminder knows children well and plans learning experiences based on their interests, which she adapts effectively to meet each child's needs. Children make good progress in their development. The curriculum is sequenced to promote children's next steps. Children engage in a wide variety of experiences. For example, children explore instruments such as the harmonica. The childminder and her assistants support children's vocabulary through a language-rich environment. They implement various strategies effectively to help children hear the correct pronunciation of words. For example, the childminder consistently narrates children's play.

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The provision is good

The childminder models good manners and, consequently, children say 'please' and 'thank you'. She supports children in understanding and following her routines and boundaries. The childminder has good communication with children's families and uses this to link home life to her curriculum. For instance, when children have family visiting from abroad, the childminder reads stories to introduce concepts such as 'see you soon' to help ease transitions.

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need to do better?

n The childminder plans activities that build on each child's life experience, providing new learning opportunities. For instance, children assist the childminder in feeding guinea pigs and rabbits. These experiences help to build children's confidence around animals and broaden their understanding of the world. n Children have many different opportunities to practise and develop their skills outdoors. The childminder plans regular trips, such as visiting local parks and enjoying woodland walks. Children routinely play in the garden using climbing frames, play equipment and ride-on toys. Babies are offered walkers to help them move around indoors and outdoors. The childminder sequences learning well and builds on what children already know and can do. For example, children are encouraged to make use of the swings available in the garden. The childminder begins by supporting small babies on an infant swing, and they

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need to do better?

gradually progress to a larger swing as children's abilities develop. n The childminder monitors children's progress. She considers their current interests, learning styles, recent achievements and next steps, which she shares with parents. Overall, children develop important skills through a variety of play choices the childminder plans. For instance, children's small motor skills are

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need to do better?

27 August 2025 promoted as they make marks in sand trays and play with magnetic puzzles. However, the childminder does not always have a clear intent for children's learning when implementing her activities, which means activities are not always precisely focused to support children's progress. n Children's views are respected, and their voice is heard. For example, children happily vocalise ideas they have to the childminder's assistants, who respond, 'Let's try it!' This helps children to learn about cause and effect. Children understand and respect the childminder's boundaries, routines and rules. Children show good behaviour and attitudes to their learning. This is supported by a consistent approach to teaching from the childminder and her assistants, who share strong values. They introduce various strategies to support children's self-esteem and independence, such as reward charts and praise. These

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need to do better?

encourage children to keep trying and have pride in their achievements. n The childminder guides her assistants' teaching practice during activities, and she creates a supportive atmosphere. However, she does not fully reflect on or evaluate her practice to contribute to the continuous development of her provision. n The childminder has excellent relationships with families, which allow her to better support children. The childminder shares guidance and support on how to extend children's learning at home. This helps to provide children with consistency in their learning and development. The childminder has developed positive partnerships with parents. These help her to make links between home and her setting, helping children feel secure in her care. For instance, she learns words in children's home languages. The childminder is supportive and respectful about care-giving experiences. She tailors her approach to individual

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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 strengthen the planning of activities to focus more precisely on the learning aim n reflect critically on practice and evaluate the provision fully to maximise the outcomes for children.

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Setting details

Unique reference number 112978 Local authority Hampshire Inspection number 10407626 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 12 Number of children on roll 5 Date of previous inspection 14 January 2020

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Information about this early years setting

The childminder registered in 1997 and lives in Church Crookham, Hampshire. She provides her service from Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and works with two assistants. She provides funded early education for all eligible children.

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Inspection activities

n The inspector viewed the setting and discussed how the childminder supports children's learning and development and the safety and suitability of the premises. n The childminder and the inspector evaluated an observation of an activity together. n The inspector spoke with the childminder and the children at appropriate times during the inspection. n The inspector observed interactions between the childminder and the children. n The inspector sampled a range of key documentation. n The inspector spoke with parents to take their views into account.

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Inspection activities

27 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

27 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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