Childminder in Southampton

Inspection date

Previous inspection date 5 October 2015 9 February 2009

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children benefit from a stimulating range of learning experiences and resources across all areas of learning. As a result, they acquire essential skills for the future, including starting school.  The childminder is knowledgeable about child development and is naturally skilled at interacting and supporting children to play and learn, particularly in the area of communication and language. This means that assessment and planning matches children's unique needs and helps them to make good progress towards the early learning goals from their starting points.  Young children are extremely happy and content in the childminder's care. They demonstrate a strong sense of security and enjoy a warm, close relationship with the childminder who gives them a lot of her attention and time.  The childminder builds a very good partnership with parents, who are extremely positive and happy with the care and learning opportunities she provides. She is

p.1

This provision is good

communicative and shares lots of information with them which is tailored to their own specific preferences.

p.1

It is not yet outstanding because:

 There are few opportunities during child-led play for children to practise their pre- writing skills.  There is less emphasis on planning activities to enhance children's creative development, particularly for singing and music.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 increase opportunities for children to practise their pre-writing skills during child-led play  increase opportunities for children to engage in music and singing activities to further enhance their creative development.

p.2

Inspection activities

 The inspector observed children's play activities and the childminder's interactions with them.  The inspector undertook a joint observation with the childminder.  The inspector held discussions with the childminder about the children and looked at their learning records.  The inspector sampled some safeguarding and leadership documentation.  The inspector looked at written feedback from parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of the procedures to take if she is worried about a child's welfare. She has a positive attitude to improvement; she attends regular training to help her increase her knowledge and skills and has started an audit of her environment. She makes effective use of what she has learnt to directly improve the outcomes for children. For example, she has bought child-sized furniture. She has also adapted her skilled interaction with children to support those learning English as an additional language, by learning key words in their home languages. The childminder links closely with other providers to ensure children's needs are successfully met.

p.3

Quality of teaching, learning and assessment is good

Children are keen to learn and eager to take part in activities because of the good teaching support they receive. The childminder is actively involved with them during fun playtimes. She role models good vocabulary, talks at appropriate times, asks questions, encourages children to think and gives them time to talk. For example, during doll play she promotes the younger children's understanding and introduces size language for the older children, promoting mathematics. She demonstrates and explains play activities well, such as when children are being creative with bricks and animals. Children have a keen interest in books and gain early literacy skills. For example, the childminder creates a soft, comfy area for children to freely select favourite books to share, alone or with friends.

p.3

Personal development, behaviour and welfare are good

Children thrive in this nurturing home because of the safe, supportive care they receive. They demonstrate confidence and motivation during the morning routine. For example, they excitedly use the apple machine to cut up their fruit, and point and name pictures of the healthy foods they like to eat during snack time. Children are learning the boundaries of behaviour from a very young age because the childminder is clear and consistent in her practice. For example, they learn to work collaboratively to pick up toys together when they have finished playing, so they do not tread on them and hurt their feet. This helps to ensure their safety and that of the other children. The childminder ensures children can be physically active each day; they play in the garden or go to the park.

p.3

Outcomes for children are good

The outcomes for children's learning are strong because the childminder observes children, assesses and monitors their needs and successfully delivers the plans for their future progress. Children make typical or better than typical progress from their starting points and any gaps in development are closing quickly.

p.3

Setting details

Unique reference number 131369 Local authority Southampton Inspection number 840844 Type of provision Childminder Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

p.4

Name of provider

Date of previous inspection 9 February 2009

p.4

Telephone number

The childminder was registered in 1998. She lives in Bevois Town, Southampton close to shops, schools and parks. The childminder's service is open each weekday, all year round and receives funding for free early education for children aged three and four years.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5