Childminder in PortsmouthOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2841863 Registered with Ofsted: 02/07/2025 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 Expected standard

Children make steady progress in all areas of their learning in relation to their individual starting points. The childminder supports children's development effectively, ensuring that learning experiences are appropriately matched to their individual needs. Children have a positive attitude towards their learning experiences and relish new opportunities.

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Achievement Expected standard

Children have developed good language and communication skills. They are sociable and enjoy playing alongside the childminder and each other. They learn to take turns and to be kind to one another. Children are confident and will happily access the toys that they desire. Children develop an understanding of simple mathematical concepts, including counting and comparing size. They have developed strong fine motor skills through the opportunities that they receive. They can manipulate materials and have control over one-handed tools. These experiences provide children with the skills they need for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and trusting relationships with the childminder and with each other. They are confident in her care and readily explore and make choices about their play. Children show positive attitudes to learning. They explore with interest, join activities with enthusiasm and show persistence when trying new tasks. Children follow the routines well. For example, when told it is lunchtime, they will eagerly wash their hands in preparation.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well overall, and they respond to praise, which supports their emotional wellbeing. They have built nice relationships with each other. Children share toys and space and enjoy their time together. They are developing good social skills. The childminder quickly and calmly resolves conflicts, which happens at times because children cannot manage their own behaviour and emotions yet. Therefore, children's behaviour and emotions can affect the other children.

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Behaviour, attitudes and establishing routines Expected standard

The childminder keeps a record of attendance and encourages parents and carers to notify her if they are not attending, which they do. She ensures there is good two-way communication so that children are always safe. The childminder has built formidable partnerships with all the families.

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Children's welfare and wellbeing Expected standard

The childminder caters for children's welfare and wellbeing well. Children build strong attachments and bonds with the childminder. For example, they go to her for reassurance if they hurt themselves. Children settle with the childminder quickly. The childminder follows children's individual care and feeding routines. She works closely with parents to meet their children's needs. However, children do not fully understand the importance of a healthy, balanced and nutritious diet. The childminder follows safe eating arrangements thoroughly, knowing how important this is to keep children safe. Children are very happy and show they feel safe with the childminder. They are beginning to manage their own risks with her support. Children relish the opportunities to go outside, which happens regularly. For example, they have access to the garden throughout the day, but also go out exploring the community. The childminder ensures the children stay

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Children's welfare and wellbeing Expected standard

physically active. Children are beginning to manage their own hygiene routines, such as washing their hands, and they know when to do this. The childminder follows safe sleeping arrangements and understands the importance of this.

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Curriculum and teaching Expected standard

The childminder provides a broad and inclusive curriculum that reflects children's interests and supports their learning. She generally focuses on their personal, social and emotional development, with individual next steps for each child. Children are encouraged to be confident, independent learners. The childminder promotes communication and language development well. For example, she talks to the children in their play, modelling language and teaching them new words. The childminder sings nursery rhymes to further children's learning and communication skills. For example, they all join in with 'Head, Shoulders, Knees and Toes' while pointing to the body parts. She enthusiastically reads stories, and the children show a love for books.

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Curriculum and teaching Expected standard

The childminder effectively supports children's physical development skills. Children show good control over one-handed tools, such as pens, pipettes and small world toys. They enhance the strength in their hands by manipulating materials, such as play dough. Children have regular access to outdoors, where they have opportunities to move in a range of ways. They also visit the local park, where they can climb and balance. The childminder, on the whole, supports children's learning of mathematical concepts. She uses mathematical language throughout everyday activities and supplies a range of visual aids. For example, she writes the numbers on a large piece of paper with the correct number of dots under the number. This is so children can gain a deep understanding of what that number is.

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Inclusion Expected standard

Although the childminder does not currently have any children with special educational needs and/or disabilities (SEND), she has extensive knowledge on how to support these children. She demonstrates an understanding of the importance of providing an inclusive setting and early intervention. The childminder has received training so she can identify if children have SEND. For example, the childminder has attended training on inclusion and autism. She is aware of the external agencies she can contact to support her and the children. The childminder has worked with families to support children who have barriers to their learning. For example, she has worked with them to ensure continuity for the children. The childminder generally adapts her activities to meet the needs of the children. She ensures the environment is inclusive for all.

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Inclusion Expected standard

The childminder has high expectations of her children. She knows where they are in their development and what they need to achieve to ensure they are prepared for the next stage of their learning. For example, she prepares them for transitioning to nursery or school. The childminder will seek advice when needed to support her teaching. All children have a positive approach to their learning and enjoy the experiences on offer. They are progressing well in their development.

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Leadership and governance Expected standard

The childminder is fully aware of her strengths of building robust partnerships with the parents and carers. This begins before the children even start attending. These partnerships are built on trust, communication and nurture. Parents are delighted with the care provided. They comment on how she provides a safe, nurturing and stimulating environment, where children thrive both socially and emotionally. Communication with parents is excellent. She keeps them informed about their child's development, achievements, activities and wellbeing. Parents feel reassured and confident in the care provided. However, the childminder must continue to work with families to educate children on the importance of following a healthy diet. The children are extremely happy and are always excited to attend this safe space.

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Leadership and governance Expected standard

The childminder has been developing her own knowledge and skills. She has completed all the mandatory training, such as safeguarding and paediatric first aid. The childminder has also done further training. For example, she has done online training on foundations for developing learning and understanding child development and the early years foundation stage. However, the childminder must support children to understand their behaviour and emotions and how these affect others. The childminder updates her policies and procedures to ensure the latest guidance is being followed. She continues to share these updates with her families. The childminder has excellent knowledge of her local area and knows where to seek support and advice.

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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 happily join the childminder in her 'home away from home'. They cannot wait to find their favourite toys, which the childminder allows constant access to. For example, the children show high levels of interest in cars and dinosaurs. They are confident and independent when accessing their chosen activities. Children happily play on their own or alongside others. They show a sense of belonging. The childminder supports them with their social skills as they learn to show kindness and respect towards one another. Children have built warm, trusting relationships with the childminder. They confidently seek her out for support when needed. Children express their own wants and needs, which the childminder swiftly adheres to.

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

Children have access to a range of activities that enhance their learning and development. The childminder prepares activities for children. For example, they play with a farm that is set up with different materials and animals, dinosaurs in sand and conkers to push through tubes. The childminder extends their learning by asking the children questions and assesses their understanding. Children show great pride in their achievements as the childminder is always praising them. They are progressing well in their development.

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

Children receive opportunities that they would not normally encounter. They regularly go out into the local community. For example, they visit the local park, beach, library and aquarium. Children are learning about the world around them. They curiously explore the outdoors, picking the apples from trees and smelling the flowers. Children enjoy using their senses to explore. They are thriving with this childminder.

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About this setting

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

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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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Next steps

The childminder should continue to work with families to teach children the importance of eating a healthy, balanced and nutritious diet. The childminder should support children to manage their own emotions and behaviour.

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About this inspection

The inspector spoke with the childminder and children and received feedback from parents 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.

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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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