Childminder in Southampton

Inspection date

Previous inspection date 10 September 2015 29 September 2009

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder follows effective safeguarding procedures to protect children well.  Since the last inspection, the childminder has built on her knowledge and skills through training and reading about child development. This has had a good impact on the learning experiences and care she now offers children.  The childminder makes regular and detailed assessments of children's development and plans effectively to help children learn. She involves parents fully in the process.  The childminder provides a wide range of adult-led activities and engages children through effective teaching and purposeful play. Children make good progress as a result.  Children benefit greatly from the calm, skilful support they receive from the childminder, who promotes their welfare and emotional needs well.  Children feel safe and secure, and are motivated to learn because they develop close bonds with the childminder. They learn good social skills and are well prepared for the

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This provision is good

next stages in their learning such as pre-school and school.  The childminder promotes children's communication and language particularly well through the daily routines and as they play. Children are confident and capable talkers.

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It is not yet outstanding because:

 Children do not always have enough opportunity to make their own choices, explore and investigate, for example, when playing in the sand.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 increase opportunities for children to explore resources and equipment more freely and to use their own ideas to extend their learning and exploration skills.

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Inspection activities

 The inspector observed the childminder's interaction with children during activities and looked at the range of toys, resources and equipment available.  The inspector talked with the childminder and the children.  The inspector undertook a joint observation with the childminder.  The inspector sampled a range of documentation including records relating to children, safeguarding procedures and feedback from parents.  The inspector had discussions with the childminder about her policies, procedures, methods of assessing and planning for children's learning, and how she works with parents and other providers.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is clear and confident about the procedures to follow should she have a child protection concern. The childminder monitors children's progress and uses self-evaluation processes well to help her identify ways of further promoting outcomes for children. This has helped her to maintain good standards and address recommendations made at the last inspection. For example, she now provides a wide range of activities in the garden, which provides children with a variety of learning experiences. The childminder makes good use of the skills and knowledge she has acquired to support the specific needs of children. For example, she learnt how to use signs to help communicate and interact with children with communication and language difficulties.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She plans activities that build on their knowledge and help them to make ongoing progress. For example, children develop good coordination and learn to use a variety of tools as they take part in craft activities. The childminder uses effective techniques to engage children in meaningful discussions such as providing a commentary while children play. The childminder encourages children to think about how to solve problems and think about mathematical ideas. For instance, children find clothes to fit the dolls by comparing size. Children make their own choices from the wide range of resources that meet their developing needs and support their learning well.

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Personal development, behaviour and welfare are good

Children are very confident and independent, and they learn good self-care skills. The childminder teaches them how to manage their feelings and behaviour. As a result, children learn to play cooperatively and to respect one another. Children spend time outside each day and this helps to promote their good health. They benefit from using the equipment in the childminder's garden, which helps them build strong muscles and gain physical skills. The childminder teaches children how to keep themselves safe. For example, she talks about what is suitable and not suitable to wear while playing on the slide. The childminder is caring and sensitive to children's needs. She supports them well through changes in their lives, such as when siblings are born into a family.

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Outcomes for children are good

Children make good progress from their starting points. This is particularly evident in those children with communication and language difficulties, as they now reach typical levels of development. Some children are reaching higher than typical levels of development.

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Setting details

Unique reference number 131400 Local authority Southampton Inspection number 840846 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 29 September 2009

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Telephone number

The childminder registered in 2000. She lives in the Sholing area of Southampton. She provides care weekdays for most of the year.

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Telephone number

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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Telephone number

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

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Telephone number

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 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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Telephone number

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Telephone number

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

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