Childminder in HampshireOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2822691 Registered with Ofsted: 27/02/2025 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 demonstrate a positive attitude towards their learning and are achieving extremely well across the areas of development. They display trusting and warm friendships towards the childminder and friends, and relish time spent with them. Children engage in conversations about their favourite toys and activities, such as talking about television characters and dinosaurs. They make the dinosaurs 'roar' and stomp across a table as they look through dinosaur-themed books. Children respond well to the childminder who asks them questions about what dinosaurs eat and where they live. The childminder is highly skilled at developing all areas of children's learning and development.

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Achievement Strong standard

The childminder encourages children to be independent and to have a go for themselves. For example, the childminder starts to peel cheese then encourages children to peel the rest themselves. She helps children to keep themselves safe by explaining that they need to sit on the chair with their feet facing forward. Children are extremely aware of the behavioural expectations when sitting at the table and smile proudly as they show the childminder their leg positions. As a result, children develop confidence in their own abilities and take extreme pride in their own achievements.

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Behaviour, attitudes and establishing routines Strong standard

All children behave harmoniously. The childminder has high expectations for children's behaviour and applies these consistently. She calmly explains to children what is happening next in the routine and uses picture cards to reinforce this. She uses a sand timer as a visual prop, so children are in no doubt when it is time to move on. Children are respectful and display wonderful, positive friendships towards each other. They share toys and invite others into their play. For instance, when they notice wet footprints on the floor, they point to them and turn round to show their friends. The childminder enhances this experience by asking the children to notice the difference in sizes and patterns of the shoe. This impromptu activity helps children to develop their curiosity and mathematical skills.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with parents and carers to understand children's individual routines. This consistency between home and the childminder helps children settle quickly, feel secure and develop the confidence and positive attitudes they need for proactive learning. The childminder shares the benefits of regular attendance and works with parents to fit in with their needs. For instance, she allows children to start and finish at different times if necessary to fit in with parental responsibilities. This helps the childminder foster positive relationships with parents.

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Children's welfare and wellbeing Strong standard

The childminder is highly passionate about supporting all children to lead healthy lifestyles. Children learn about healthy foods and how vitamins and minerals benefit their bodies. Children are bursting with excitement as they recall how they chopped apples with an apple cutter when they were making apple muffins. They recall how they sprinkled cinnamon on the top and said they were, 'Mmm, yummy!' The childminder encourages children to drink water, telling them, 'Your body will really appreciate having water.' Children listen and take big sips. The childminder asks targeted questions to children, such as asking where pears grow. Children know they grow on trees, and the childminder holds up a pear, saying that it is 'enormous'. Children laugh and repeat the word 'enormous', with a giggle. This demonstrates trusting and warm relationships.

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Children's welfare and wellbeing Strong standard

The childminder asks all children if they are ready to sing the welcome song. Children jump up with great excitement and independently gather the required resources, such as a song bag and props. The routine is embedded, and children know what to expect and when. Children confidently join in with a welcome song, and thoroughly enjoy doing so. They then take turns to choose a song prompt card. Children sing familiar songs, with huge smiles on their faces. They join in with actions and sound effects of the songs, such as, 'ding ding' to mimic a clock in a song. This helps to develop children's self-confidence.

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Curriculum and teaching Strong standard

The childminder provides an ambitious, stimulating curriculum. She is knowledgeable and passionate about ensuring that children are happy, are confident communicators and able to reach their full potential. The childminder uses her excellent knowledge of how children learn to plan highly stimulating activities. For example, children use different-coloured water to mark make and colour mix. They squirt the water into different vessels, leading to excitement and giggling. The childminder observes and assesses children's progress regularly to ensure that they are making adequate progress in their learning. She skilfully identifies gaps in children's learning and plans how she will target these in an exciting way. This helps children to make excellent progress and demonstrate a love of learning.

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Curriculum and teaching Strong standard

The childminder uses highly effective techniques to further develop children's communication and language skills. She uses questioning and gives ample time for children to respond to targeted questions. The childminder encourages a love of books. Children immerse themselves into familiar stories and repeat key phrases. She also encourages children to choose a song from a bag of song cards. Children really enjoy singing, 'Five little speckled frogs' using visual prompts and actions. This also supports their mathematical development as children count down from 5 frogs to 1. Children are developing the knowledge and skills they need to prepare for their next stage of learning.

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Curriculum and teaching Strong standard

The childminder has comprehensive risk assessments in place to ensure that children stay safe and secure in her care. She enjoys taking children on outings. For instance, she takes children to the local park where they can run, climb and jump. Children spot a photo of them on an outing with the childminder. She encourages children to recall the experience and talk about what they can recall. This supports children to develop their memories and physical development.

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Inclusion Strong standard

The childminder knows all children extremely well. She uses detailed observations and assessments effectively to identify children's starting points, individual needs and any barriers to their learning or wellbeing. She meets with parents and carers to gather detailed information about children's development and needs. The childminder meets up with children and parents outside of the setting before they start, and she maintains regular communication to review progress and discuss any concerns. The childminder offers parents flexible settling-in sessions to ensure that both they and the children are comfortable from the very beginning. She adapts activities and routines precisely to meet all children's needs. This enables children to make rapid progress from their starting points in learning.

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Inclusion Strong standard

The childminder supports children with special educational needs and/or disabilities, those who face barriers to their learning and those who are known, or previously known, to social care exceptionally well. She uses thorough, targeted strategies and works in partnership with parents and external professionals. For instance, she uses structured language activities to help them to develop their communication and talks about understanding their emotions to help to regulate their behaviour. The childminder speaks in a soft and reassuring tone, which is calming to children. She proactively reviews children's individual targets to ensure that they are making progress in their learning and development.

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Leadership and governance Strong standard

The childminder provides children and their families the very best service and learning experiences. She enthusiastically keeps her knowledge up to date by completing relevant training and watching webinars online. The childminder is highly reflective and regularly monitors her practice. She has a clear understanding of what works well and what she would also like to improve on. She has recently reflected that she would like to find an even more innovative way to communicate with parents. The childminder liaises with other childminders to share professional practice and knowledge. This helps her to extend her already solid knowledge even further.

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Leadership and governance Strong standard

The childminder has built comprehensive, trusting relationships with parents and carers. She works extremely closely with them before children start with her. The childminder gleans detailed information from parents, in order to provide the best possible care for their children. This includes where they are in their learning and their likes and dislikes. The childminder plans detailed learning experiences for children, based on their individual needs. These are shared with parents, to promote continuity of care. Parents really appreciate the robust information shared about the children's time with the childminder and say their children love spending time with her. She works closely with parents to provide advice and support for developmental milestones, such as potty training.

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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 thrive in this warm, welcoming and nurturing setting. They rapidly develop secure, trusting relationships with the childminder and each other. This helps them to feel safe and secure. Children demonstrate that they understand the familiar routines. For instance, they know they need to wash and dry their hands before having snack. Children independently make choices about which snack to have, and proudly show friends. They display excellent manners as they wait for their friends to finish before getting down from the table. This helps children to develop their self-confidence and social skills.

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About this setting

Unique reference number (URN): 2822691 Children show great excitement as they get ready to go into the garden. They develop their independence skills as they try extremely hard to put on their wellington boots and wet suits. They concentrate well as they attempt to do up their zips, smiling widely as they receive praise for doing so. This helps to develop trusting relationships and self-esteem.

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About this setting

Children enjoy a broad range of engaging experiences that build on their interests and areas of development. For example, children have recently been to a museum and watched archaeological digs. They complement this learning at the setting as they dig in sand to find hidden fossils and treasure. Children are extremely interesting and have a thirst to learn more. They wash the fossils with water and place them down carefully. Children eagerly share their thoughts, ask questions and confidently communicate with adults and their friends. This activity helps children to develop their communication skills and knowledge of the world around them.

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About this setting

Children attend the setting regularly and thoroughly enjoy their time there. They demonstrate close, trusting relationships with all and know who they can go to if they need help. Children behave well. They share, take turns and use manners spontaneously. Positive behaviours are consistent across the setting.

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Next steps

Leaders should ensure continued improvement to find innovative ways to communicate with parents and carers to help realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 16:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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