Childminder EY499528

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 that they feel safe and secure in the care of this nurturing childminder. The atmosphere is lively and engaging. Children confidently welcome visitors into the home, demonstrating their strong self-esteem. The childminder forms close, trusting relationships with them. Her curriculum places a strong emphasis on outdoor learning. She enthusiastically supports children's understanding of the world and their local community. For example, the childminder develops children's physical skills through visits to parks and woodland areas. By exploring local landmarks and going on regular walks, children gain a strong sense of the community in which they live.

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The provision is good

The childminder has high expectations for children's behaviour. Children are familiar with daily routines and willingly help to tidy away their toys. The childminder acts as a positive role model, and children demonstrate good manners. For example, they politely say sorry when they spill paint on a mat. All children are developing the key skills they need to be well prepared for the next stage of their education.

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The provision is good

The childminder skilfully supports children's communication and language development. She models language effectively by repeating words for younger children to copy, such as 'leaf' and 'frog'. Children develop a wide vocabulary and use it to express their needs with increasing confidence. For instance, younger children proudly repeat words like 'bucket' and 'ball'. Children grow into confident communicators.

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need to do better?

n The childminder knows children well and uses this knowledge to plan an effective curriculum. She organises the environment thoughtfully, and children are eager to explore the activities on offer. They demonstrate high levels of engagement and confidently make choices in their play. For example, children jump with excitement as they wave bubble wands. Such experiences foster a positive attitude towards play and learning. n The childminder encourages children's positive behaviour overall. However, she does not always explain to younger children why certain actions are unacceptable. They are not consistently supported in understanding the importance of sharing or how their behaviour may affect others. This means they do not always develop a clear understanding of what is expected or how to respond differently in the future. n The childminder plans activities around the children's interests. For example,

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need to do better?

children delight in digging in the sand and happily work together to add water and build sandcastles. However, on occasion, the childminder can be a little directive and does not always use questions. This does not support or extend

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need to do better?

23 September 2025 children's thinking effectively. n Stories and books are a key focus of the childminder's curriculum. Children independently access books and listen attentively during story time. They demonstrate sustained engagement, sitting together to explore favourite stories and identifying pictures. This approach supports the development of early literacy skills for all children effectively. n The childminder supports children's understanding of the world around them. For example, children enjoy identifying and discussing shapes in their environment, such as 'rectangle' doors and 'triangle' roofs. They eagerly recreate these shapes using play dough. This promotes the development of early mathematical concepts in an engaging and practical way. n The childminder has strong, positive relationships with parents. She communicates regularly at drop-off and pick-up times. This keeps parents informed about their children's development and supports home learning.

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need to do better?

Parents describe her as warm, welcoming and like an extension of their family. They particularly value the outdoor learning experiences she provides. This helps children develop confidence and strong social skills. n The childminder is highly reflective and committed to providing high-quality experiences for children. She maintains professional links with a local network of childminders. They meet regularly to review legislative changes and share good practice. The childminder actively seeks the views of parents and children through regular discussions. She uses this feedback to inform ongoing improvements. n The childminder offers plenty of opportunities for children to be creative. She expertly links previous learning to new activities. For example, children enthusiastically choose stickers to add to their 'farm' picture, happily chatting to their friends about what they need. Later in the session, children enjoy

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need to do better?

extending this even further as they cut out animal shapes from play dough to add to their picture. This helps children consolidate previous learning and ideas.

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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 review behaviour management strategies to ensure that children receive clear guidance on behaviour expectations n strengthen the use of questions to further extend children's thinking and language skills.

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Setting details

Unique reference number EY499528 Local authority Hampshire Inspection number 10399066 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 6 Date of previous inspection 19 November 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Hook, Hampshire. The childminder offers care from Monday to Friday, from 7am to 6pm, for most of the year. The childminder provides funded early education for all eligible children.

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Inspection activities

n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n Parents 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

23 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

23 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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