Childminder 111787

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 happy and settled in the warm, nurturing environment. The childminder knows children well and forms strong bonds with them. Children are supported to make good progress in their development and learning. For example, children who speak English as an additional language have successfully learned to count in English. The childminder knows and encourages children's interests. She understands the importance of sequencing their learning and applies this to children's different ages and stages. As a result, children have a good level of engagement for short periods in activities and make good progress.

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The provision is good

The childminder supports children to extend their vocabulary by introducing new words and concepts. For example, she narrates her actions through phrases such as 'put the red cylinder on top' and 'this car is heavier, so it will go down faster'. Children understand the boundaries, rules and routines that are in place. For example, children know to tidy up toys after they have finished playing. They show good manners, for instance they say 'please'. They also communicate their needs well such as asking for help when needed. This contributes to a calm environment, which allows each child's voice to be heard.

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The provision is good

The childminder encourages children to try new things and have a go. This allows children to develop different skills and find new interests. For example, children learn about the natural world when exploring the garden and plant various vegetables such as potatoes and pumpkins. The childminder uses the planting as a tool to teach children where their food comes from.

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need to do better?

n The childminder gathers information about what children already know and can do before they start. She uses this information, along with her own observations and assessments, to support children's learning well from the outset. She plans a balanced curriculum that supports children's progress effectively. n The childminder supports children's communication and language skills well. When reading stories, the childminder uses expressive vocabulary, such as emphasising the 's' in 'snake' and imitating the sounds that various animals make. Parents share what they see and hear children doing at home. As a result, children learn and remember more. n The childminder uses additional funding effectively to ensure all children have the same opportunities to maximise their learning. For example, when children express an interest in 'The Gruffalo', the childminder takes them to a local Gruffalo themed woodland walk. She uses the additional funding to give all

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need to do better?

children the chance to take part. This promotes children's physical skills. It also extends their learning about the natural world, as well as supporting their

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need to do better?

28 August 2025 literacy skills. The childminder uses children's interests, linked to days out, as a way to add depth to their learning. n The childminder meets up with other carers and their minded children regularly. This supports her practice and promotes supportive friendships among children, enabling them to develop their social skills. n Children are given lots of opportunities for learning, However, sometimes, the childminder has numerous aims within the same activity. This means while children are initially engaged, they can become easily distracted. As a result, the learning intentions are not met and children do not fully gain from the activity. n The childminder supports children to develop an understanding of early mathematical concepts. For example, when building towers with wooden blocks, she talks about them being 'tall' and 'small'. The childminder encourages children to use number throughout their play and models counting within

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need to do better?

activities and routines of the day. Children make good progress in their mathematical development. n The childminder is responsive and sensitive to meeting children's needs. As a result, children feel valued and respected, which helps them form strong, positive relationships. The childminder uses these relationships to effectively encourage children to take responsibility for their own care and build on their independence skills. For instance, when she asks what should happen after coming in from the garden, the children confidently lead her to the sink to wash their hands. They develop important life skills.

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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 planning to focus more precisely on clear learning intentions for each activity.

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Setting details

Unique reference number 111787 Local authority Hampshire Inspection number 10407387 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 4 Date of previous inspection 8 January 2020

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Information about this early years setting

The childminder registered in 1996. She lives in Farnborough, Hampshire. Sessions are from 6.30am to 5.30pm, each weekday throughout the year, except for family holidays and bank holidays. The childminder offers government-funded places for early education and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n Throughout the inspection, the childminder discussed with the inspector what she wants children to learn and why. n The inspector observed the quality of care and education, both indoors and outdoors, and the impact this has on children's learning. n The inspector viewed written feedback from parents and took their views into account to support the inspection. n The inspector viewed relevant documentation, such as the childminder's self- evaluation, suitability checks for household members and mandatory training. n The childminder and inspector evaluated an activity together, discussing the strengths and areas of improvement. n The inspector observed interactions between the childminder and children. n The childminder effectively uses government-funded places to narrow gaps in achievement, particularly for disadvantaged children.

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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 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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