Childminder in Southampton

Inspection date

Previous inspection date 21 April 2017 29 April 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 has organised the play area effectively. Children of all ages access resources independently and thrive in a stimulating environment. They make their own choices about how to extend play and link up with their friends to have fun.  Children are given good support to use their growing communication and language skills. They are eager to participate and share their views. The childminder and her assistant encourage children to solve problems and think for themselves.  The childminder teaches the basics of mathematics very well. She has worked with her co-childminder to strengthen this aspect of her provision. Children take an active interest in size, use number language in their play and discuss shape and position.  Training is important to the childminder. Most recently she learnt about how young children form attachments and develop. She shares new knowledge with her assistant and they discuss how they can use it to improve practice.

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This provision is good

 Children thoroughly enjoy spending time with the childminder and her assistant. They settle quickly and adapt well to changes in their daily routine.  Children from all backgrounds make good progress from the time they start with the childminder. They are well prepared for the challenge of moving to school.

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It is not yet outstanding because:

 The childminder does not share the best quality learning information with staff at other settings children attend.

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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

 strengthen systems to share learning information with staff at other settings to offer children a consistent learning experience.

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Inspection activities

 The inspector viewed communication between the childminder and parent to gauge relationships.  The inspector observed interactions between the childminder, her assistant and children in all areas of the setting.  The inspector tracked the progress of a number of children and discussed attainment with the childminder.  The inspector carried out a joint observation with the childminder; they observed her assistant at snack time.  The inspector read safeguarding policies and discussed the procedures the childminder and her assistant follow to keep children safe.

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Effectiveness of the leadership and management is good

The childminder is eager to make sure that parents are able to take an active part in children's learning. For example, she shares children's achievements and talks to parents about how they can help children achieve learning objectives. The childminder works well with her co-childminder and they make changes together that matter to children. For instance, they reorganised the outdoor area and children now have plenty of access to physical play all year round. Safeguarding is effective. The childminder and her assistant work together to update safeguarding policies and risk assessments. They talk about changes to local authority guidance and how it is relevant to the families they work with. The assistant is comfortable to ask the childminder for additional support whenever he needs it. He is secure in his role and complements the childminder's teaching style.

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Quality of teaching, learning and assessment is good

The childminder encourages children to choose how they most want to use resources. For example, children took part in a group painting activity. Older children picked the type of brush they wanted to use to get a desired effect. Younger children discarded brushes and enjoyed making prints with their fingers. The childminder observes children engaged in play. She understands the levels individual children are working at and how she can help them make even more progress. She speaks to parents quickly if she has any cause for concern and she offers support. Children enjoy taking part in small-world play. The assistant supports them to make links to real life. For instance, children discussed friends and their favourite colours and matched toys to pictures.

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Personal development, behaviour and welfare are good

The childminder sets clear boundaries for children. They are well behaved and consider the needs of others. She welcomes children from other cultures and teaches children to respect differences. For instance, she soothes children using familiar words in their home language. She talks to children in a positive way about cultural anniversaries. Children enjoy helping the childminder with everyday tasks and they respond very well to praise. The childminder is enthusiastic about making sure that children are emotionally ready to make the move to school. For example, she teaches children to be independent and familiarises them with the school environment. Children are comfortable with the idea of moving on, but many still attend the childminder's setting and enjoy the consistent care.

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Outcomes for children are good

Children have really good ball skills. They are great climbers and move their bodies in a range of ways. Children listen to instructions and communicate clearly with others. They get on well with adults and other children. Children from all backgrounds attain very well. They are confident and make good progress from the very start.

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Setting details

Unique reference number 131438 Local authority Southampton Inspection number 1089435 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 12 Number of children on roll 8

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Name of registered person

Date of previous inspection 29 April 2015

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Telephone number

The childminder started minding in 1982 and registered with Ofsted in 2001. She lives in Shirley, Southampton. She works with an assistant and a co-childminder. The childminder holds a relevant early years qualification at level 3 and receives funding for the provision of 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

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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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