Childminder EY417907

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

The childminder greets children warmly and cheerily invites them inside. Children settle happily in the childminder's welcoming home. They quickly get involved with the different toys and activities available. The childminder begins friendly conversations with children. She asks them questions about their special family events at the weekend. Children smile with joy as they talk about going to a 'party'. The childminder knows children well and builds strong relationships with them. This helps them to feel safe and secure in her care.

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The provision is good

Children benefit from a broad range of activities in the local community. The childminder considers what she wants children to learn and then plans outings accordingly. For example, she takes children to a farm to teach them about words related to animals and nature. She uses a variety of trips to increase children's confidence in different environments and to further develop their early social interaction skills. For instance, she takes them to local playgroups. She plans for these experiences to help children learn about sharing and taking turns in larger groups. The childminder arranges children's experiences thoughtfully to prepare them with key learning for their future education.

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need to do better?

n The childminder knows what she wants children to learn. She has a good understanding of the areas of learning and how to sequence children's experiences. For example, the childminder explains that she provides plenty of crafting resources along with mark-making tools. This is to support children to use the small muscles in their hands and develop fine motor skills in preparation for early writing. n Children receive consistent support for their communication skills. The childminder frequently uses opportunities to provide children with new words. For example, when children are exploring resources, she provides language such as 'circle' and 'pinecone'. Children copy these words confidently. Through practice such as this, children's vocabularies are increased. n The childminder gathers information about children's stage of learning when they first begin attending. She does this through collaboration with parents to

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need to do better?

understand what children know and can do. However, where children attend other early years settings, the childminder has not yet established channels of communication to support children's progress collaboratively. This means that a shared approach to children's care and education is not fully embedded or effective. n Children are busy in their play. The childminder has lots of resources that excite and interest children for short periods. However, the organisation of toys occasionally distracts children or obstructs them from gaining access to the

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need to do better?

30 September 2025 resources they would like. Furthermore, children get out lots of toys and move between activities quickly. As a result, the childminder's interactions are often disrupted and she does not consistently use these moments to refocus children's attention. This means that, at times, children's positive attitudes to learning are not consistently increased. n Children begin to learn about key elements of a healthy lifestyle. For example, the childminder supports children to learn about the importance of washing their hands before eating. The childminder also has positive conversations with children about healthy foods and having enough to drink. Children's understanding of personal health is promoted. n The childminder responds to children's care needs promptly. She notices children's sleep cues and has kind conversations with them about having a rest. Children respond positively. Furthermore, the childminder supports children's

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need to do better?

hygiene routines sensitively. She asks them about changing their nappies and talks to them throughout. Children's emotional security is promoted well. n Parent partnerships support children's learning. For example, parents provide feedback that explains their children are happy and settled with the childminder. The childminder works with parents to ensure they are consistently involved in children's experiences and kept informed about her plans for future learning.

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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 develop partnerships with other settings that children attend to promote a shared approach to their education and care n reorganise resources to reduce distractions during interactions and refocus children's attention on learning.

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Setting details

Unique reference number EY417907 Local authority Portsmouth Inspection number 10408196 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 28 January 2020

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Information about this early years setting

The childminder registered in 2010 and lives in Portsmouth, Hampshire. She works from 9am to 5pm, Tuesday to Friday, all year round. The childminder holds an appropriate early years qualification at level 3 and is registered to receive the government funding for early years education for all eligible children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the 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 took account of written views provided by parents.

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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

30 September 2025 30 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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