Childminder EY435195

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 look happy and settled in the childminder's home. They gladly greet visitors and tell them about their favourite toys. The childminder builds strong relationships with children. For instance, she talks to them about their interests. Children excitedly play with pretend tools. They learn new words, such as 'screwdriver' and 'drill', as they mimic different actions. The childminder encourages children to play kindly with one another. Children sit with the childminder for reassurance and cuddles as they talk about the day ahead. The childminder tells them about the different activities that are available and encourages them to explore blocks and books.

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The provision is good

The childminder plans to implement a broad curriculum. She takes children on interesting outings in the local community to increase their experiences. For example, she takes them to farms to teach them about different animals and develop their vocabulary. Furthermore, she considers how to use outings to build on children's physical development. For example, when she plans for children to develop specific skills she takes them to parks, soft-play centres and open spaces to help them learn to climb, run and balance.

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need to do better?

n The childminder considers key learning that she wants children to achieve. For example, she wants children to learn to have strong fine motor skills. She makes plenty of resources available for children to explore writing and drawing on different surfaces. Children make marks with excitement. n The childminder understands the assessments that need to take place to support her planning for children's learning. For example, she is aware of how to complete a written summary showing children's progress when they are two years old. However, at times, the childminder does not assess children's starting points effectively when they first join. This means that she does not know precisely what children already know or need to learn next. n Children enjoy a range of resources that promote a focus on learning. When children play with shaped magnets, the childminder supports them to construct successfully. She talks to children about the different shapes. Children learn

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need to do better?

words such as 'square, diamond' and 'triangle'. They try hard to remember them and begin to identify them correctly. Children learn about mathematical concepts. n The childminder knows children need to learn about being independent in preparation for the next stage of their education. However, she often does simple tasks for them and does not consider ways to continuously promote this learning throughout her setting. This means that, at times, older children are not fully supported to develop strong independence skills.

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need to do better?

10 September 2025 n Overall, children behave well. However, at times, the childminder does not support children to understand their behaviour or the impact of their actions on others. For example, the childminder knows what she wants children to learn about positive and respectful behaviour. Although, she does not regularly share messages that promote these rules or boundaries with children. This means that children do not consistently understand what is expected of them. n Mealtimes are a sociable occasion. Children sit well together and talk about their favourite foods. The childminder encourages children to think about the nutritious foods in their lunch boxes. Together, they talk about the health benefits of fruits and vegetables. This supports children to learn about elements of a healthy lifestyle. n The childminder is sensitive and respectful when completing children's hygiene routines. She kindly asks children if she can change their nappies. Children are

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need to do better?

happy to agree and talk to the childminder throughout. This supports children's emotional well-being. n Parents provide positive feedback about the childminder. They discuss the exciting experiences that the childminder takes children on. The childminder provides parents with regular updates each day. She also works well with other agencies involved in children's care, such as Portage workers and speech and language teams. This means that children benefit from a shared approach to their education and care.

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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.

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should:

n make better use of assessments when children first start to know precisely what children need to learn next n increase opportunities for older children to carry out tasks for themselves to further develop their independence skills n provide consistent messages to children to support them to understand the expectations for their behaviour.

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Setting details

Unique reference number EY435195 Local authority Hampshire Inspection number 10398496 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 5 Date of previous inspection 25 October 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Porchester, Hampshire. She operates all year round from 8am to 5.30pm, Monday to Friday. The childminder provides funded early education for all eligible children. She has an early years qualification at level 3.

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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 observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed written feedback from parents. n The childminder and the inspector carried out a joint observation of a group activity.

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Inspection activities

10 September 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

10 September 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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