Childminder

Childminder

Unique reference number (URN): EY418820 Registered with Ofsted: 26/11/2010 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make excellent progress from their starting points. The childminder supports the development of skills in communication and language, enabling children to become confident and effective communicators. She provides consistent opportunities to learn new vocabulary, use sentences and express their ideas. Children, including those with special educational needs and/or disabilities and younger children, make consistent progress because teaching is adapted to meet their needs, which helps to reduce barriers to learning.

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Achievement Strong standard

Children also develop their physical skills effectively. They improve stability, movement control and motor skills through carefully planned activities. For example, during a 'Shake your sillies out' song, children wiggle, clap, jump and jog, developing strength, coordination and body awareness. Their emotional development is promoted well. Purposeful experiences help them identify and express feelings and understand the emotions of others.

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Achievement Strong standard

Children engage enthusiastically in learning, demonstrating confidence and independence. They are well prepared for the next stage of their development. They are able to communicate and interact positively with adults and peers. This supports their readiness for school and future learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a nurturing and welcoming environment, where children understand the expectations for their behaviour. She sets high standards and consistently models kindness, patience and respect, which children mirror in their interactions. Through established routines and gentle, consistent guidance, she fosters a calm and harmonious setting, where children feel safe, supported and valued. This promotes their confidence, self-assurance and willingness to engage fully in learning and play.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate thoughtfulness and consideration towards their peers. They take turns, share resources and celebrate one another's successes. For instance, they applaud and cheer their friends. The childminder reinforces behavioural expectations throughout the day, using repetition and sensitive reminders to help children understand routines. During group activities and mealtimes, children follow expectations, such as washing their hands, remaining seated while eating and waiting calmly for their food. They listen attentively during stories and learning experiences. They respond appropriately and engage confidently with both adults and other children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder encourages children to collaborate and build positive relationships, adapting her guidance to suit their ages and developmental stages. She works closely with families to support consistent routines and expectations beyond the setting. For instance, she sometimes walks children to their parents' cars, helping families reinforce positive behaviour and continuity between home and the setting. Additionally, consistent routines promote punctuality and attendance.

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Children's welfare and wellbeing Strong standard

The childminder delivers attentive and responsive care that meets the unique needs of each child. She has a thorough understanding of children and their families, responding thoughtfully to their developmental stages, individual abilities and any additional requirements. When necessary, children with special educational needs and/or disabilities are referred to specialist professionals to access targeted support. This ensures barriers to learning and development are minimised, which helps all children to participate fully and make progress.

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Children's welfare and wellbeing Strong standard

The childminder builds warm, consistent and responsive relationships with children. Children readily approach her for comfort and reassurance. This demonstrates they feel safe and secure. Supporting children's emotional wellbeing is a clear priority. For example, the childminder uses carefully chosen stories and resources, such as 'emotion stones', to help children identify, understand and talk about their feelings.

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Children's welfare and wellbeing Strong standard

The childminder supports children extremely well to develop a secure understanding of physical development, healthy lifestyles and personal safety. Frequent opportunities for active play help children build confidence in their physical skills, including their strength and control. Mealtime routines are well established and used as learning opportunities. The childminder explains the importance of eating slowly and taking small bites, helping children to understand how to keep themselves safe while eating.

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Curriculum and teaching Strong standard

The childminder delivers an ambitious curriculum that provides children, including those with special educational needs and/or disabilities, with engaging and meaningful learning experiences. She demonstrates a clear understanding of the teaching quality and regularly reflects on her practice to make improvements. The curriculum prioritises the prime areas of learning, particularly communication and language.

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Curriculum and teaching Strong standard

Assessment is used effectively to identify what children know and can do. The childminder gathers information from parents and her own observations to understand children's starting points. This enables her to plan activities that reflect individual needs and interests, helping children to engage fully and explore independently. Children show curiosity as they investigate textures and materials. For example, they manipulate dough and select winter- themed resources to create patterns and marks. Children's language development is supported very well. The childminder introduces new vocabulary, repeats key words, uses simple sentences and encourages children to talk about their experiences. Hands-on play, such as blowing bubbles, helps children develop mouth and facial muscle control, while movement play with music supports their strength, stability and coordination.

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Curriculum and teaching Strong standard

Mathematics is embedded naturally in activities. The childminder helps children develop problem-solving and number skills, for example, by counting to ensure there are enough gingerbread men for everyone during imaginative play. She adapts teaching effectively for children, including children who face barriers in learning. She uses visual cues, signing and simplified instructions so all children can engage fully in the learning.

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Inclusion Strong standard

The childminder promotes a highly inclusive environment,# where every child is recognised and supported to achieve their full potential. She gathers detailed information about each child's individual needs before starting, through introductory meetings with families and familiarisation sessions. Regular, ongoing observations allow her to identify areas where additional support may be required, such as speech and language development. This understanding enables the childminder to plan purposeful activities and make thoughtful adjustments. These strategies help reduce barriers so that all children can engage fully in the learning experiences provided.

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Inclusion Strong standard

Children with additional needs, such as speech and language difficulties, receive prompt support. The childminder makes timely referrals to other professionals. She works closely with them to implement strategies that support children's development. She collaborates extremely well with parents, guiding them to appropriate sources of help. She ensures they are involved in decision-making about their child's learning. Additionally, she liaises with Portage workers, who visit the setting regularly to provide targeted support.

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Inclusion Strong standard

The childminder regularly monitors children's progress and evaluates the impact of the support they receive. She adapts activities and resources as needed to ensure children continue to develop from their individual starting points. This inclusive approach allows all children, including those with special educational needs and/or disabilities, to feel valued, included, develop confidence and take part in meaningful learning experiences that reflect their needs and build on their abilities.

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Leadership and governance Strong standard

The childminder works effectively alongside a co-childminder to deliver a consistent and well-coordinated provision. Their collaborative approach supports the smooth running of the setting and ensures continuity for children. Together, they regularly review the effectiveness of their practice and share ideas to strengthen the quality of care and learning experiences provided.

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Leadership and governance Strong standard

The childminder demonstrates a secure understanding of the provision's strengths and is proactive in identifying areas for further development. She takes thoughtful and timely action to improve practice, always prioritising children's needs and best interests. This is particularly evident in her support for children with special educational needs and/or disabilities. She seeks advice from external professionals and adapts the provision to ensure children receive appropriate support without delay.

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Leadership and governance Strong standard

Strong partnerships are established with local schools. The childminder completes detailed transition information and attends meetings. This ensures knowledge about children's needs and progress is shared effectively. This supports children to move confidently into their next stage of education and promotes continuity of care and learning.

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Leadership and governance Strong standard

The childminder manages her workload and well-being well. She shares responsibilities with the co-childminder and they attend training together to maintain consistent practice. Professional development is prioritised. The childminder regularly completes webinars and further training, including emotional coaching through a local pre-school. She has identified additional learning to strengthen support for children's speech and language development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children benefit extremely well from a secure and nurturing environment. The childminder places their safety, care and emotional wellbeing at the heart of her practice. She welcomes children warmly each day and responds sensitively to their individual needs. This helps them feel valued and reassured. The childminder knows children exceptionally well and builds strong, trusting relationships. This supports them to feel safe, secure and emotionally confident. Well-established routines provide structure to the day, helping children settle quickly, understand expectations and engage positively in their learning and play.

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What it's like to be a child at this setting

Children demonstrate a clear understanding of the consistent rules and routines in place. The childminder reinforces expectations calmly and consistently, supporting children to develop independence and take responsibility for their actions. For example, children confidently remove their shoes on arrival and put them away before starting indoor play. This embedded approach helps children manage their own behaviour and understand boundaries. As a result, children behave extremely well and show kindness, respect and consideration for others.

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What it's like to be a child at this setting

Children show a strong enthusiasm for learning. The childminder provides a wide range of accessible, thoughtfully prepared resources that enable children to lead their own play and explore independently. They approach activities with curiosity and engagement, sustaining concentration and using their imagination to extend their experiences. For example, children enjoy pretending to be photographers, taking pictures and confidently asking adults and peers to say, 'cheese' to gain their attention.

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What it's like to be a child at this setting

The childminder understands children's abilities and prior experiences and uses this knowledge to create purposeful learning opportunities. All children, including those with special educational needs and/or disabilities, are supported thoughtfully and inclusively. She adapts activities and provides targeted support to help children overcome challenges. This helps to ensure every child can participate fully and develop new skills.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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About this setting

Local authority: Hampshire Children take part in a wide range of stimulating activities, including storytelling, music, and language-focused experiences. The childminder reads daily and encourages children to share ideas and anticipate what might happen next. This helps them to develop their communication and language skills.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and co-childminder during the inspection.

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About this inspection

We carried out this inspection under section 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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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