Childminder in HampshireOfsted report card, 25 Sept 2026

Childminder

Unique reference number (URN): 2844462 Registered with Ofsted: 18/09/2025 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 make excellent progress across the different areas of learning and gain secure knowledge to prepare them for their future education. Children show a keen interest in books and stories. They listen intently when the childminder reads to them and frequently select books for themselves. Children develop an enduring love of reading.

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Achievement Strong standard

Children build very secure relationships with those around them and develop social skills as they play kindly together. Children develop precise physical skills as they explore how to use different tools and resources in the outdoor play space. For example, they try hard as they learn to accurately snip with scissors.

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Achievement Strong standard

Children become confident communicators. They learn to share their needs from a young age. Older children build excellent conversation skills and explain their knowledge about brushing their teeth, for example. Babies and young children begin to communicate through simple signs and single words.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a secure approach to supporting children's behaviour. She provides clear information to children about rules and expectations, such as safety in the home and tidy-up time. As a result, children behave remarkably well. The childminder understands children's different ages and stages of development and adapts how she delivers some rules so that all children can understand.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes children's resilience and perseverance throughout their play. She supports children as they try hard during activities and, through this, children develop very positive attitudes to their learning. For example, young children confidently try to pour soil into pots. The childminder provides careful guidance as she supports them and offers plenty of praise and encouragement. Children are enthusiastic learners and show that they are proud of their accomplishments.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has a clear and robust approach to attendance and supports parents and carers to understand this. The childminder also has open conversations with families about the importance of consistent routines to prepare children for school. As a result, children attend regularly and punctually.

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Children's welfare and wellbeing Strong standard

The childminder is extremely passionate about her work and places children's welfare at the heart of it. She ensures that her practices and procedures continually promote children's wellbeing and that they develop secure attachments. This helps children to feel safe and learn how to build positive relationships with other children and adults.

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Children's welfare and wellbeing Strong standard

The childminder creates highly respectful hygiene routines that promote children's understanding of privacy and self-care. For example, she carries out nappy changes sensitively, singing and talking to children as she completes this routine. Furthermore, the childminder creates a calm and soothing environment when children are ready to sleep. She settles them gently and explains the importance of rest for replenishing their energy. Children's emotional security is supported positively by the childminder.

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Children's welfare and wellbeing Strong standard

The childminder ensures that mealtimes promote good health. Children enjoy freshly prepared snacks and meals. The childminder uses these opportunities to engage with children about balanced and healthy lifestyle choices. Routines are well established and children begin to make healthy decisions for themselves. For example, they know they need to wash their hands before they eat. Older children also begin to understand the importance of oral hygiene and enjoy tooth-brushing activities.

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Curriculum and teaching Strong standard

The childminder implements an ambitious and interesting curriculum. She knows what she wants children to learn and creates meaningful experiences to help them achieve this. The childminder's teaching uses nature and exploration to engage children. For example, she inspires young children as they admire bees together in the outdoor play space. The childminder assesses children's progress regularly so that any gaps in their learning are quickly identified. She recognises how to adjust her teaching effectively so that experiences are well-aligned with children's stage of learning. For example, as older children play with toy farm animals she builds on their mathematical language through discussions about size and number.

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Curriculum and teaching Strong standard

The childminder provides children with plenty of opportunities to further their physical development skills. For example, children have access to a range of equipment and tools as they play and explore, using large ladles and spoons as they mix and pour. The childminder considers how to use trips to open spaces and visits to parks to extend this further so that children build secure balance and coordination. This means that children become confident movers and make the most of the resources and activities made available to them.

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Inclusion Strong standard

The childminder's practice is highly inclusive and she identifies children's individual needs quickly. For example, the childminder supports children with special educational needs and/or disabilities by working closely with parents and carers to understand children's stage of learning. This means she can tailor her approach accordingly to ensure children are supported to continually make progress.

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Inclusion Strong standard

The childminder adapts her teaching to meet children's stages of development. She recognises where children need more support and reaches out to other educational professionals for guidance. For example, she works with speech and language therapists to implement shared plans to enhance children's care. The childminder also engages in specific professional development to raise the quality of her inclusive teaching. For example, she recently completed training to enhance her understanding of children's speech development.

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Inclusion Strong standard

The childminder recognises how to support children who face barriers to their learning, such as those who are known (or previously known) to children's social care. She recognises how to work with parents and external agencies to remove barriers to attendance to support all children to access their entitlement to early education. Through this consistent practice, the childminder makes a demonstrable difference to children's outcomes.

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Leadership and governance Strong standard

The childminder strives for high standards and continuous improvement. She rigorously reviews the effectiveness of her provision and works closely with other childminders to support her practice. The childminder also gathers feedback from parents and carers to ensure that any areas for improvement are identified and aligned with her development plan.

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Leadership and governance Strong standard

The childminder plans professional development to align with any areas for improvement. For example, she engages in training to strengthen her understanding of supporting children's early communication skills. The childminder also completes research and interacts with other professionals to further enhance her knowledge of working with different groups of children. Through this practice, standards of teaching are continually enhanced for children.

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Leadership and governance Strong standard

Parents share that they are extremely happy with the high level of care and education provided. They feel very involved with children's learning and receive plenty of information about children's progress and any identified next steps in learning. The childminder supports parents to extend learning at home. For example, she provides them with story sacks to read at home to further inspire children's love of reading.

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Leadership and governance Strong standard

The childminder engages with professionals involved in children's care and education. She also works with teachers at the local school to ensure that children received a well- supported transition when is is time to start school.

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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 arrive with excitement as they are welcomed warmly by the childminder. They are supported to thrive in her setting and benefit from the calm and inviting environment. The childminder provides enriching experiences that broaden children's knowledge. For example, children enjoy exciting trips out on the train and visit places, such as cathedrals, farms and woodlands with the childminder. Children experience nature and explore the local community as they learn.

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

Children are confident and curious learners. They are full of joy as they follow their interests through activities the childminder has thoughtfully arranged for them. Children explore different vehicles or engage imaginatively with pretend food. Babies and young children engage in sensory experiences in the outdoors. They enjoy smelling flowers and splashing in water together. Children build broad vocabularies as they practise new words and begin participating in meaningful conversations.

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

Children benefit from an early education that meets their individual needs. For example, the childminder makes precise adaptations to her teaching so that children with special educational need and/or disabilities can access the learning opportunities she provides for them. All children benefit from the childminder's careful assessments that support them to make excellent progress. The childminder has appropriate arrangements in place to monitor any incidents of absence. She work closely with parents and carers to find out about any barriers that may affect attendance. As a result, children attend regularly.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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 sustain her successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke to the childminder, children, 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 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

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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