Childminder in HampshireOfsted report card, 28 Sept 2026

Childminder

Unique reference number (URN): 2845237 Registered with Ofsted: 30/06/2025 Registers: EYR

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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 have a positive attitude towards their learning and are achieving their full potential. They have made excellent amounts of progress since starting with the childminder. Children persevere when things are trickier and show a 'can-do' attitude until they achieve. They show pride in their achievements, as they always receive high praise for their efforts. Children love to explore and show they are curious. For example, they ask questions to further their knowledge. Children are confident, independent and respectful towards others. They have excellent social skills.

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Achievement Strong standard

Children fully focus and engage in their chosen activities. They have very positive communication and language skills. They hold two-way conversations with their peers and the childminder. Children develop their play ideas through their language and create storylines. Children confidently use mathematical language in their play. For example, they use number language, count and name colours and shapes. Children are fully prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. The childminder encourages children to share and take turns. Children have learned to be patient. For example, they use the timer to wait for something. Children show care and concern for others and with the dolls in their play. The childminder swiftly manages children's behaviour and has high expectations. Children listen and follow directions set by the childminder to keep themselves safe. All children have a positive attitude towards their learning opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Children follow the well-established routines and easily transition between activities. For example, they happily go to the changing mat to have their nappy changed and will sit happily at the table for their food. The childminder warns children prior to the transition, so their play is not interrupted at a crucial moment. Children automatically tidy their toys away when they stop playing with them. They have very positive manners and are prompted to say 'please' and 'thank you', which they do. Children learn how to be kind and respectful. They are extremely settled in this calm and welcoming environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder completes a register daily, through an online portal to monitor children's attendance. Parents contact the childminder regarding absences, but if for some reason they do not contact her, then the childminder will contact them. She also holds extra emergency contacts for the children in her care. The childminder constantly ensures children's safety is paramount.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She knows children and their families extremely well. The childminder has built warm, trusting relationships with children. This helps children to feel extremely happy and safe in her care. The childminder consistently praises children for their efforts. Children smile and show a sense of pride in everything they do. This makes them want to achieve more and have a love for their learning.

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Children's welfare and wellbeing Strong standard

The childminder consistently meets children's needs. Children understand the importance of following hygiene practices and do this with ease. For example, they independently go to the toilet and wash their hands. The childminder changes children and ensures their privacy is considered. The childminder strictly follows safe eating arrangements. Children understand the importance of eating a healthy diet which is balanced and nutritious. For instance, they choose to eat fruit after their lunch. The childminder sits with children when they are eating to ensure they are safe. Young children sit in high chairs and use one-handed tools to feed themselves. Children have access to drinking water, which the childminder encourages them to drink. They get regular access to an outdoor area where they can be physically active. The childminder rigorously follows safe sleeping arrangements and understands the importance of this.

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Curriculum and teaching Strong standard

The childminder provides an ambitious curriculum that reflects children's interests and supports their learning. For example, children love their imaginative play. The childminder extends their learning through this by adding resources and questioning children. She provides a wealth of opportunities for children, which cover all areas of development. There is a focus on children's personal, social and emotional development, through which children have developed impressive skills. They are kind, play alongside others and can express their own wants and needs.

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Curriculum and teaching Strong standard

The childminder promotes the development of children's communication and language skills extremely well. She teaches children new words, labels objects and models correct language. The childminder consistently extends children's play ideas through language and has two-way conversations with them. She asks questions, which gets children thinking and extends their knowledge. For example, children learn about where animals live. Children have access to a range of books, to develop their literacy skills. They join in with singing familiar nursery rhymes with the childminder. Children have developed excellent language skills which they use to express their desires.

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Curriculum and teaching Strong standard

The childminder is constantly developing children's mathematical knowledge. She encourages them to count, name colours, label shapes and consider size in their play. For example, when children make a birthday cake, they find a number 5 and put the corresponding number of candles on. They have a discussion on the shape and colour of the cake as well as cutting it into 6 pieces. Children have access to a range of activities to support their physical development. For example, they play with small-world toys, pour pretend tea and push dolls around in the buggies. Children have access to a large outdoor area where they can move in a range of ways, extending their gross motor skills. Children show they have positive core strength.

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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 some knowledge in this area. She demonstrates an understanding of the importance of providing an inclusive setting and early intervention. The childminder has attended training on inclusion. However, the childminder does not have extensive knowledge and expertise about working with children with SEND. Therefore, she should focus her professional development on these children. The childminder is aware of external agencies she can contact to provide her with guidance.

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Inclusion Expected standard

The childminder knows children well and has secure relationships with their families. She knows where each child is in their development and what they need to learn to develop further. The childminder allows children to have new experiences. For example, she takes them out into the local community. The childminder has very high expectations of what children can learn and achieve. She leads an inclusive setting which ensures that all children have access to the same opportunities. For example, she differentiates tasks to make them achievable for all children. The childminder understands that each child is unique and learns in different ways. All children continue to make excellent amounts of progress in their learning and development.

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Leadership and governance Expected standard

The childminder has in-depth policies and procedures in place. She reviews these when necessary and shares them with parents and carers annually. The childminder has been working diligently to develop her knowledge and skills. For example, she has recently completed a qualification at level 2 and level 3 in early years and education. However, the childminder does not have expert knowledge in working with children who have special educational needs and/or disabilities, but she will endeavour to focus her professional development in this area. The childminder has built positive relationships with the local nursery and school. For instance, she regularly volunteers with them. The childminder always takes children out into the community, to explore familiar settings. She is fully aware of the risks and will continually risk assess while out in the environment. The childminder has excellent knowledge of her local area and knows where to seek support and advice if

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Leadership and governance Expected standard

Partnerships with parents and carers are secure. Parents are very happy with the care, support and attention that the childminder provides for their children. They explain how the childminder provides a warm, welcoming and nurturing environment which caters for the children's individual needs. The childminder communicates regularly with parents about their children's activities, progress and development through an online portal. These positive relationships have helped children to feel safe with the childminder.

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

Children happily join the childminder in her warm and calming home. There is a wealth of opportunities on offer. Children independently access their chosen toys, which are readily available. The childminder knows children extremely well and knows what their interests are. For example, children access the cots, buggies and blankets to care for the baby dolls. Children confidently express their wants and needs, which the childminder caters for. Children have a sense of belonging and show they are extremely happy in the childminder's care.

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

Children learn through play. They show a love for learning because it is fun. The childminder has high expectations for all children, who are constantly learning and being taught new things. Children are curious and inquisitive learners. The childminder gives them time to achieve on their own and to problem-solve, which they do and then show great pride in their achievements. Children are making a significant amount of progress in their development from their starting points. Children are achieving their full potential.

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

The childminder provides experiences for the children to explore the local community. For example, they attend the local park, beach and group sessions. The childminder looks for events to enhance children's social skills. She uses these experiences to help children to develop their already learned skills of being kind and respectful. Children relish opportunities to explore the world around them, especially different weathers. For example, they particularly enjoy jumping in muddy puddles. The childminder demonstrates how children are all unique and at different stages of development. All children are thriving in her care.

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Next steps

The childminder should focus her professional development on extending her knowledge of supporting children with special educational needs and/or disabilities.

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday : 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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Our grades explained

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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