Childminder in Southampton

Inspection date

Previous inspection date 14 March 2017 19 January 2015

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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 knows her children well. She regularly observes them in their play and uses this information effectively to identify what they need to learn next. This ensures that children make good progress in their learning.  The childminder is knowledgeable about how to protect children and keep them safe. If there are concerns about children's welfare, the childminder has clear procedures to follow.  Parents are welcomed into the setting and the childminder works with them closely. For example, they exchange information about children's care each day to ensure a consistent approach to their children's development and learning.  Children settle well and quickly grow in confidence. The childminder is sensitive to children's individual care routines and adapts the day as necessary to meet their needs well.  The childminder supports children to be active on a daily basis. For example, she encourages children to be engaged in purposeful physical activities in the garden and

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It is not yet outstanding because:

 The childminder does not create opportunities to extend children's problem-solving skills.  The childminder does not focus enough on her own professional development in order to extend her knowledge and skills 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

 create more opportunities to extend children's problem-solving skills  ensure personal development needs are identified and acted upon to extend knowledge and skills further.

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Inspection activities

 The inspector conducted a tour of the areas children access.  The inspector had discussions with the childminder.  The inspector looked at relevant documentation, such as children's learning records, a sample of policies and procedures, and evidence of suitability of the childminder and other adults living on the premises.  The inspector observed children during play and activities.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues and the procedures to follow if she has concerns about children's welfare. She places a robust emphasis on children's safety. The childminder ensures she carries out risk assessments which help her identify and minimise any hazards to children. The childminder evaluates her practice well. For example, she spends time with her co-minder discussing how activities and resources can be improved. She works well with parents and other settings regarding children's development. For example, each term she writes a developmental summary report for each child. She shares this regularly with parents to encourage them to help to extend their children's learning at home.

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Quality of teaching, learning and assessment is good

Children have many opportunities to explore and investigate together. For example, the childminder provides large balancing beams on tyres outside. This also supports children to be physically active. The childminder identifies children's next steps through thorough observations. She uses these observations to plan for children's next steps. Children are able to explore new vocabulary such as hard and smooth as they play in the mud kitchen. They are persuaded to be independent in their everyday skills. For example, children are encouraged to put on their own coats and shoes before they go outdoors The childminder supports all children to use their quiet voices and to freely use their growing imaginations. For instance, she uses descriptive words to help children know the difference between quiet and loud when using the musical instruments.

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Personal development, behaviour and welfare are good

Children learn how to manage their own behaviour and are confident in their surroundings. They are able to understand about staying safe and managing risks. For example, they know to sit down at the table when eating their lunch. Children enjoy being outside and make good use of the resources the childminder provides. For example, they are able to make bubbles and explain which are the biggest and smallest. The childminder understands the importance of preparing children for the next stage in their learning and the subsequent move to school. She has good links with other settings that children attend. The childminder shares information with these settings, and talks to the children about what happens when they go to school. This helps to prepare them for this transition.

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Outcomes for children are good

Children make good progress in relation to their starting points. They are motivated to explore and persevere in activities that interest them. Children learn to manage their own personal care needs and quickly become independent. They develop good social skills and are confident communicators. For example, they freely share their thoughts and ideas with the childminder and each other.

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Setting details

Unique reference number 148842 Local authority Southampton Inspection number 1085556 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 21

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Name of registered person

Date of previous inspection 19 January 2015

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Telephone number

The childminder registered in 2001. She is based in Southampton. The childminder opens from 7am to 5.30pm Monday to Friday. The provider receives early education funding for children aged three-and four-years of age. She works with her co-childminder from the home of her nephew.

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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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