Koukoulis, Susanna

Inspection date

Previous inspection date 23/05/2014 16/04/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children form secure, emotional attachments because of the sensitive, skilful support they receive from the childminder. They are happy and ready to learn as a result.  The childminder provides a wide variety of play and learning experiences that meet the individual learning needs of all children and that help them to make good progress.  The childminder is enthusiastic and motivated to increase her skills; she continuously reflects on her practice to help her identify ways of improving outcomes for children.  The childminder establishes good relationships with parents. This helps her to meet children's needs and involve parents in their children's learning and development.

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It is not yet outstanding because

 The childminder generally establishes strong relationships with other professionals involved in children's care and learning, although they do not always work together effectively to fully promote children's development.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the home and had discussions with the childminder and the children.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures, and information provided to parents.

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Inspection activities

 The inspector took into account the views of parents as expressed in written accounts left for the inspector.

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Information about the setting

The childminder registered in 2008. She lives with her husband and their two school-age children in the Lordswood area in Southampton, Hampshire. All areas of the home are used for childminding, except for two bedrooms and there is an enclosed garden for outdoor play. Toilet facilities are on the first floor. The family has a cat. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She is currently caring for five children in the early years age group. The childminder holds a relevant early years qualification at level 3.

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To further improve the quality of the early years provision the provider should:

 strengthen partnerships with other providers involved with children's care and education to fully promote a joined-up approach to enhancing children's learning and development.

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who attend

Children make good progress and develop their future skills through a variety of good quality planned learning experiences both within and outside the home. The childminder has a secure understanding of the areas of learning covered during play activities. She uses the current theme of animals to promote many areas of learning. For example, the childminder took the children to the farm to experience seeing the animals in real life and to see how they live. This helps develop their understanding of the natural world.

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who attend

At all times, the childminder places a strong focus on helping children to develop language and communication skills. She skilfully uses purposeful interaction to engage children and to extend their understanding. She asks what the baby pigs are called, to which children reply 'piglets'. At home, the childminder provides picture and story books which she shares with the children to support their literacy skills. They point to the animals and make 'mooing' and 'baaing' sounds when prompted. Babies show they are developing communication and language as they make quack sounds as they point at the chicken. The childminder gently points to the chicken naming it and asks 'what do we get from the chicken?' Children excitedly reply 'eggs'. The childminder goes on to ask the children about the different eggs they saw at the farm that were different sizes. She promotes children's mathematical understanding by saying some were big and some were small.

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who attend

The childminder makes sure that resources to extend children's learning are available. For example, children enjoy discovering what food is under each piece of puzzle. As they lift the cow she asks 'what do we get from the cow?' Children see the picture of the milk carton and say milk. The puzzle pieces have easy grip knobs so that the younger children can grasp them and join in.

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who attend

The childminder extends children's interests by singing songs and rhymes about animals. Children delight in joining in singing and doing the actions for two little dickey birds. They are learning to count as the childminder demonstrates holding up two fingers saying one, two. The children copy her and repeat one, two, learning that words carry meaning. Children develop physical skills and control of their bodies as they crouch down and jump up excitedly when singing sleeping bunnies. Children show they are very interested and motivated to take part and learn. The childminder provides different mediums for children to explore, which helps them makes sense of the world around them and to play imaginatively. For example, children place the animal figures in a tray of compost like they saw the farm animals standing in the fields. They carefully stand some of the animals and cover others they have laid down. Babies feel the texture of the compost, grasping

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who attend

handfuls and gently rubbing it thorough their fingers, developing through good sensory experiences.

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who attend

Children are very happy in the childminder's care and their development in all areas is good. They are active and confident learners who focus well as they play. The childminder and parents work closely together to support children's learning needs. Parents share information with the childminder about their children's starting points during initial meetings. The childminder continually develops her knowledge of children's abilities through her observations of their play. She makes precise assessments of children's levels of development and makes effective plans to help progress children's learning. Parents are free to view and contribute to their children's records at any time. The childminder also shares information verbally about children's progress. The childminder includes parents fully in their child's learning at home. They work together to make sure children are prepared for mealtimes when they go on to school for example. The childminder fully

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who attend

understands the requirement regarding the progress check on children's development when they are aged two years.

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The contribution of the early years provision to the well-being of children

The childminder effectively supports children's emotional well-being. Children feel safe and secure due to the familiar routines and the calm, understanding support they receive from the childminder. She obtains information from parents about children's daily routines and health needs. Children develop strong bonds with the childminder as they chatter at meal times and while she attends to their personal needs. Babies reach for a cuddle when they need reassurance. The childminder is a good role model, demonstrating polite and caring attitudes. This results in children learning good manners and respect for each other in age-appropriate ways. The childminder praises them for saying thank you, which reinforces their good behaviour. Children are learning to keep safe as they practise the fire drill and learn to cross the road safely.

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The contribution of the early years provision to the well-being of children

The childminder protects children's health effectively. She works with parents to make sure children's dietary and feeding needs are met. The childminder teaches children about healthy lifestyles very well. She uses a chart for children to record when they eat one of their five a day fruit and vegetables. Children created their own poster of foods that are good for them that continues to stimulate conversation about healthy eating. Children benefit from daily opportunities to play in the fresh air. The childminder supports children and provides push-along toys to encourage babies to stand and take their first steps. This strengthens their muscles and helps them learn control of their bodies.

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The contribution of the early years provision to the well-being of children

There is a wide range of resources easily available to allow children to make choices. Labelled boxes help children know exactly where to find their favourites and where to pack toys away again. Some electronic toys speak numbers and words in different languages to support children in developing their home language. This makes children feel valued and helps them to settle. The childminder generally helps children to prepare for the next stages in their learning well. They develop high levels of independence and self- care skills. They learn to cooperate with others and are motivated to learn. The childminder has developed some links with other settings that children attend, such as nurseries although they do not share the planned next steps for the children. As a result, children's learning and development are not fully promoted.

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provision

The childminder is very clear about her duty to safeguard children and to meet the safeguarding and welfare requirements. She understands the importance of reporting any suitable people matters that may impact on her childminding to Ofsted, in line with requirements. She uses effective systems to regularly evaluate her practice and seeks the views of parents and children to help her drive improvement. The childminder actively increases her already good knowledge and skills through ongoing training. She implements what she learns to increase outcomes for children. For example, she has developed her garden to increase opportunities for children to play and learn outdoors. This particularly promotes children's mathematical skills. Since the last inspection the childminder has updated her training in child protection and is clear about the procedure to follow should she have a child protection concern. The childminder carries out

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provision

comprehensive risk assessments regularly to ensure that children are safe in the home and on outings. All aspects of the childminder's provision are well organised so children can play safely. She maintains all the required documentation and follows safe procedures, which helps to promote the safe and smooth running of her service.

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provision

The childminder demonstrates a very good understanding of the learning and development requirements. She monitors children's development to help her ensure the educational programmes are highly effective. The childminder develops very positive partnerships with parents. There is a good daily exchange of information with them, which means she can cater for each child's needs. Parents report they are 'exceptionally pleased with the childminder' and that their children are very happy and that they make good progress. The childminder provides parents with a wide range of information including the policies and procedures that underpin her good practice. This helps to make sure parents are clear about her service. She provides parents with good information about the Early Years Foundation Stage and how she helps their children to learn. The childminder works with other professionals to support children with special educational needs and/or

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provision

disabilities to meet their needs and promote their inclusion.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY382739 Local authority Southampton Inspection number 971596 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 7

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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