Childminder in Southampton

Inspection date

Previous inspection date 23 November 2016 21 June 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 has made significant improvements to her practice. She demonstrates a positive attitude to maintain continuous development that improves the outcomes for children.  Children's learning and development are closely monitored and the childminder assesses their skills accurately. This information is used well to produce development checks and identify next stages of learning. Children make good progress.  The childminder encourages children's developing language skills well. For example, she talks to young children slowly and clearly, and models new words to extend their vocabulary. Children learn to speak and listen well.  Children have formed close attachments with the childminder and feel extremely safe, secure and happy. They relate well to others.  Partnership with parents and other early years professionals is effective. The childminder shares good information about children's learning. Parents speak very

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It is not yet outstanding because:

 Opportunities for babies and younger children who prefer to learn outdoors are not as wide ranging as those provided indoors.  The childminder does not make the most of opportunities to develop children's problem solving and creative thinking skills to improve their outcomes further.

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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 the learning opportunities and experiences for babies and younger children who prefer to learn and play outdoors  increase opportunities for children to develop their thinking skills and solve problems for themselves.

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Inspection activities

 The inspector observed the quality of teaching during activities led by the childminder and jointly discussed the impact this has on children's learning.  The inspection sampled children's observation, planning and assessment documents, and looked at the registration records.  The inspector checked the safety of the premises and safeguarding procedures.  The inspector discussed the childminder's self-evaluation.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The childminder has taken decisive and effective action to implement the requirements and recommendations from the previous inspection. For example, she increased opportunities for children to count and learn about numbers in their play. The childminder evaluates her practice and provision effectively, and identifies areas of personal development to improve the quality of her service. For example, she welcomes guidance from the local authority support worker. Safeguarding is effective. The childminder is fully aware of the action to take if she ever has concerns about a child's well-being. Risk assessments are comprehensive and the childminder implements them effectively to make sure the environment is safe and secure for children. When the assistant is present, the childminder fully supports her work and ensures she monitors her practice.

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Quality of teaching, learning and assessment is good

Children benefit from the childminder's high expectations for their learning and conduct. She plans activities based on children's interests such as incorporating pigs into a maths game. Parents contribute to initial assessments of children's starting points and the childminder keeps them well informed about their child's progress. The childminder is able to identify gaps in learning and put in suitable support. For example, providing different resources to encourage mark-making skills. The childminder encourages children to learn about and respect other people's beliefs and cultural backgrounds. For example, she reflects children's home languages in the environment.

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Personal development, behaviour and welfare are good

The childminder's home is a warm and welcoming environment. They are successfully taught to be kind, share and respect each other. Children easily choose from a range of resources as they freely initiate their own play such as the toys for babies that are placed at the lowest level. The childminder provides praise and support to build children's confidence, independence and self-esteem effectively. The childminder helps children as they learn about their own safety. For instance, using simple language to reinforce the rules of road safety while out for a walk. Good hygiene routines are followed and the children are taught the importance of these. Children enjoy a heathy lifestyle, for example, with regular exercise and nutritious snacks and meals.

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Outcomes for children are good

Children make good progress from their starting points. Older children develop independence, for example, as they carry out tasks for themselves including how to manage their personal care needs. They are creative and imaginative, for instance, when engaged in role play. Children acquire skills that prepare them well for the next stage of their learning.

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Setting details

Unique reference number EY414317 Local authority Southampton Inspection number 1057829 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 21 June 2016

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Telephone number

The childminder registered in 2010. She lives in Southampton, Hampshire. The childminder offers care from 7.30am to 5.30pm on Monday to Friday, throughout the year. She occasionally works with an assistant.

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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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