Childminder in Southampton

Inspection date

Previous inspection date 3 October 2016 Not applicable

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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

 Children are very happy and they settle well within the welcoming family home. They form a strong bond with the childminder and develop good relationships with their friends.  Children make good progress and are keen to learn. The childminder provides a broad range of activities that reflect children's interests and motivate them to get involved.  Children are increasingly independent and show a strong sense of belonging. They make choices from the good range of resources that are easily accessible to them.  The childminder takes positive steps to ensure children are safe. She has a confident awareness of safeguarding procedures and teaches children about how they can keep themselves safe.  The childminder reflects on her provision well to help her make improvements in the outcomes for children. For instance, she frequently obtains new resources and reviews the storage of her toys and equipment to provide children with an even wider range of

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It is not yet outstanding because:

 Although the childminder identifies the next steps in children's learning, these are often broad and do not always target the most important aspects of children's learning needs to help her plan even more accurately for their individual progress.  Children are not always provided with enough opportunities to develop early writing skills during their play, for example, when they are playing imaginatively.

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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

 improve further systems for planning and assessment to help ensure that activities closely reflect the main priorities for children's learning, to help them make even better progress  provide even more opportunities for children to practise their early writing skills during their play.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at children's records, and a sample of other documentation, including policies and procedures.  The inspector took account of the provider's self-evaluation and feedback from parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to recognise and report any concerns about a child's welfare. She keeps her knowledge up to date and continually develops her practice. For example, since registration she has changed the way that toys are stored to improve opportunities for children to gain independence as they are able to make more choices. The childminder keeps parents well informed about children's experiences and the progress they make. She links closely with other settings that children also attend, providing a consistent approach.

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Quality of teaching, learning and assessment is good

The childminder observes children closely to help her monitor the progress they make. She identifies any gaps in children's learning, and introduces strategies to help them achieve. She supports children's language and communication skills well. For instance, she encourages children to join in with rhyming words and repeated sentences as they read a favourite storybook, and she teaches them simple signs to help them communicate. Children confidently ask questions, showing their good range of vocabulary and deep understanding. Children are interested in learning about the natural world. For example, they show an in-depth understanding of the lifecycle of insects as they recall with excitement how the caterpillars they cared for turned into butterflies.

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Personal development, behaviour and welfare are good

The childminder develops warm and caring relationships with children and offers them sensitive reassurance and praise. Children behave well and understand expectations that help to keep them safe. For example, they learn about road safety and value the role of the school crossing patrol in helping them to stay safe. The childminder supervises children well at all times and checks the home thoroughly to make sure it is safe. She supports children's good health effectively. For example, she agrees individual care plans with parents to support children's medical conditions. Children have opportunities to play outdoors every day. The childminder uses her garden to provide opportunities for children to learn how to negotiate space and move their bodies. Children go on regular outings in the local community, helping them to value and respect the area they live in and people's similarities and differences.

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Outcomes for children are good

Children make good progress and are prepared well for their future learning such as pre- school or school. They are confident and gain increasing independence, for example, they decide what fruits they are going to have for their snack and discuss which foods are good for them. Children learn to get along together and work cooperatively with their friends. They negotiate with each other, learning how to share and take turns fairly.

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Setting details

Unique reference number EY482853 Local authority Southampton Inspection number 994870 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014. She lives in the Shirley area of Southampton. The childminder provides care for children on weekdays throughout the year. She receives funding for free early education for children aged two, three and four years.

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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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