Childminder in HampshireOfsted report card, 25 Sept 2026

Childminder

Unique reference number (URN): 2844463 Registered with Ofsted: 24/06/2025 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 rapid progress from their starting points. They are confident learners and are well prepared for the next stage of their education. Children are excited by song and rhymes. They gleefully join in with actions as the childminder sings with them.

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Achievement Strong standard

Children gain secure mathematical skills. For example, children begin to recognise small groups of different animals as they play. They proudly identify the number of pigs they have as they make farms with play dough.

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Achievement Strong standard

Children develop secure independence skills that are appropriate for their age. For example, older children learn to cut their own snack, clear their own bowls and pour their water from a jug. Those who are younger learn to wash their hands and even try hard to put on their shoes. Children confidently learn to do tasks for themselves.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is remarkably positive. The childminder implements clear expectations for children's behaviour. She supports children to understand the rules in place at her home. The childminder does this through gentle conversations and discussions that are matched to children's age and stage of development. For example, the childminder talks to older children about how rules help to keep them safe. Children happily tidy away their toys at tidy up time and follow instructions with ease.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports children to develop positive attitudes to their learning and play. She recognises their current interests and different sensory needs when planning activities. This supports children to be highly motivated and benefit from the educational experiences available. For example, children explore trajectory as they roll trains down angled pipes. They show joy and excitement as they explore different concepts. Children become active and interested learners.

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Behaviour, attitudes and establishing routines Strong standard

Children attend regularly. This is because the childminder has implemented a robust attendance policy which she regularly discusses with parents. The childminder works to identify and remove any barriers to attendance by providing specific support when necessary. Through this, children gain a secure understanding of routines in preparation for school.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's wellbeing. She ensures that all children create secure and meaningful attachments with her as they settle in. This supports them to thrive and feel safe in her care as they build positive relationships with those around them.

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Children's welfare and wellbeing Strong standard

Children enjoy sociable mealtimes. The childminder provides children with fresh, home- cooked healthy meals. She engages children in discussions about good health, such as balanced food choices and the importance of rest and exercise. Children initiate discussions about their favourite fruits and vegetables and the childminder helps children to reflect on their knowledge about where different fruits grow.

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Children's welfare and wellbeing Strong standard

The childminder ensures that routines are consistent and therefore children's understanding of what comes next is well established. They also begin to make healthy decisions for themselves. For example, children explain that they are feeling tired and tell the childminder that they need to have a sleep.

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Children's welfare and wellbeing Strong standard

The childminder has very effective policies and procedures in place that ensure children's welfare and wellbeing are at the centre of her work. She reviews these frequently to ensure her practice is consistently secure.

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Curriculum and teaching Strong standard

The childminder has designed a high-quality curriculum with exploration in the natural environment at the heart of her practice. She uses her teaching to promote children's experiences and enrich their learning opportunities. The childminder uses interactions to broaden children's understanding during conversations. For example, children begin to talk knowledgably about what they know about working on a farm as they reflect on their previous visits.

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Curriculum and teaching Strong standard

The childminders curriculum is inclusive and consistently ambitious for all children. She monitors children's progress regularly and plans activities that are well aligned to children's age and stage of learning. For example, the childminder provides different types of scissors and adjusts the level of support she offers so that all children can access a cutting activity. The childminder recognises the key skills that she wants children to gain, ready for school. She arranges targeted activities to support children to continually progress in their learning.

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Curriculum and teaching Strong standard

The childminder has a secure focus on developing children's communication. She recognises how to use different strategies to support children's language. For example, she uses slower speech as she encourages younger children to use single words. The childminder also supports babies to use signs and gesture to communicate their needs.

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Inclusion Strong standard

The childminder has very secure systems in place to support her to promptly identify children's needs. For example, she works with parents and carers to support children with special educational needs and/or disabilities (SEND) to get to know their interests and understand their current stage of learning. This means the childminder can quickly make any necessary adaptations to her setting to ensure all children can access her high-quality curriculum.

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Inclusion Strong standard

The childminder works with other professionals that may be involved in supporting children's development. For example, the childminder communicates with health visitors and specialists at the local authority. This is to collaboratively implement plans that support children in the setting. They implement effective strategies that support children and can be used at home too. This means that children benefit from a joined-up approach to their education and care. The childminder recognises how to support all children. She considers different resources she can use to support children who may face barriers to their learning, such as those who speak English as an additional language. They translate phrases in children's home language to help children as they settle in.

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Leadership and governance Strong standard

The childminder has an excellent oversight of her setting. She carefully considers her practice and the impact of her teaching on children. The childminder carries out perceptive analysis of her settings strengths and works with parents and her co-childminder to establish any areas of improvement.

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Leadership and governance Strong standard

The childminder regularly participates in meaningful professional development. She attends training and completes valuable research to increase her knowledge and broaden her teaching skills. For example, she has engaged in training that has increased her understanding of working with children with special educational needs and/or disabilities (SEND). This means the quality of the provision she offers is continually raised.

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Leadership and governance Strong standard

The childminder consistently engages in thoughtful interactions with parents. They have purposeful conversations about children's progress and development. Parents speak highly of the detailed communication they receive. They feel knowledgeable about children's education and receive information and resources from the childminder so that they can help children with their learning at home.

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Leadership and governance Strong standard

The childminder engages with her local community to enhance children's experiences. For example, she interacts with local businesses, such as working farms, to teach children about the world around them. The childminder also has professional contact with other professionals, such as speech and language therapists. The childminder also works alongside SEND specialists at a local school to support children when they transition to the next stage of their education.

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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 and make continued progress in their learning. The childminder provides a warm and welcoming environment in which children feel safe and settled. Children build excellent relationships with adults and children. For example, they often go to the childminder for a cuddle and invite her into their play. Children are notably collaborative in their play. They enjoy the company of others around them and gleefully share interests with their friends as they play.

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

Children laugh and giggle with joy as they curiously explore the outside environment. They enjoy activities that help them to learn new skills, such as cutting stems of flowers with scissors. Children have knowledge of using tools safely and confidently explain their understanding of how scissors can be sharp. Together, they engage in meaningful discussions about growth and change to enrich children's learning. The childminder provides a broad range of teaching opportunities that develop children's knowledge and teach them about the world in which they live.

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

The childminder is fully aware of different barriers that may impact children's learning and/or wellbeing, such as children who may have English as an additional language or those who may be at a disadvantage. Children benefit from well-planned activities that have been adapted with each child's individual stage of learning in mind. For example, children with special educational needs and/or disabilities receive teaching that aligns with educational plans and strategies that have been put in place for them.

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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 continue her already 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 parents, children and the childminder 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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