Childminder 161011

Inspection date

Previous inspection date 16 January 2017 13 July 2015

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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 improvements since her last inspection that have enhanced the way she supports children's development. For example, she gathers useful information about what children can do when they start and monitors their progress in more detail.  The childminder encourages children to use their imaginations in their play. She joins in their pretend play, such as by offering a blanket to wrap a doll in that children tenderly cuddle and saying 'goodbye' to when they pretend to go shopping in the car.  Children are well behaved. The childminder role models her high expectations for using good manners and being respectful. She gives children clear explanations that help them learn what acceptable behaviour is.  The childminder takes account of how children learn best and what skills they need to develop when she plans for their learning. For example, she provides activities to specifically support individual children's continual good progress.

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It is not yet outstanding because:

 There are few resources that let children use their senses to explore different textures, such as those found in the natural environment.  The childminder does not offer children many opportunities to develop their understanding of similarities and differences between themselves and people in the wider world.

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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

 build on the opportunities children have to explore a wider range of different textures  extend opportunities for children to develop their understanding of diversity and the wider world.

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Inspection activities

 The inspector observed how the childminder and children interact.  The inspector viewed the areas of her home the childminder uses with children.  The inspector conducted a joint observation with the childminder.  The inspector checked a selection of records and documentation.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection procedures. She has refreshed her knowledge recently, for example, through training and has checked the suitability of everyone aged over 16 years living in her house. The childminder has various ways to keep her knowledge up to date. For example, she reads and researches online and exchanges ideas with other local childminders. The childminder has good relationships with parents. For example, she sends photos of children playing to parents' mobile phones during the day to keep them involved.

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Quality of teaching, learning and assessment is good

The childminder is an attentive teacher and her involvement helps children focus on activities and enables her to challenge children. For example, she asks children to predict outcomes and to make decisions, such as during planned activities. The childminder asked children to guess what might happen when they added food dye to their mixture and to decide whether to add a small or large amount. She plans activities that target individual children's progress, such as for counting. For example, the childminder asked children to count five spoonfuls of water into their mixture and then if they needed more. She knows when to step back and let children explore their own ideas and learn from their mistakes. The childminder supports children's language skills well. For example, she gives them time to speak, and she uses letter sounds to reinforce how to pronounce words.

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Personal development, behaviour and welfare are good

The childminder shows sensitivity to each new child as she settles them into her care. She lets them indicate, for example, if they want to be cuddled until they feel secure and trust her. Children settle well in their own time and become confident and independent. Children play happily in the playroom or the kitchen, and they have cosy spaces to rest. They learn about making healthy food choices and discuss eating plenty of fruits and vegetables. Children spend time outdoors every day and learn that exercise is important for strong bones and muscles. The childminder uses the word 'safe' to highlight when children should be careful. For example, they should only use a 'safe' knife, cross the road in a 'safe' place, and not open the door as the childminder has to keep them 'safe'.

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Outcomes for children are good

Children make good progress from their individual starting points. They develop important skills for future learning, such as being inquisitive and asking questions. Children greatly enjoy books. They follow the pictures and discuss what they can see as the childminder reads to them. Children are increasingly independent. They can dress themselves and put on shoes, ready for when they start school.

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Setting details

Unique reference number 161011 Local authority Southampton Inspection number 1054407 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 13 July 2015

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Telephone number

The childminder registered in 2001 and lives in the Shirley area of Southampton, Hampshire. She provides childcare from Monday to Friday from 8am to 6pm, throughout 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

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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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