Childminder in Southampton

Inspection date

Previous inspection date 20 July 2017 12 May 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 forms positive and warm relationships with the children and fully understands their needs. For example, she allows time for children to settle and listens to them, showing she is interested in them.  The childminder effectively supports children to extend their knowledge through good levels of challenge and conversations during play. For instance, the childminder skilfully adds descriptive words, such as 'big' and 'long' when discussing a puzzle of a giraffe.  Quality observations, assessment and planning are consistent and are used to give imaginative experiences to each child to motivate their learning. For instance, children enjoy using musical instruments and excitedly wear dancing shoes while joining in singing and moving to music.  The childminder has successful links with parents and other settings to ensure continuity in care and learning for all children. She provides a professional and rich

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This provision is good

learning environment that meets the needs of each child very well.  Children's well-being is enhanced by the childminder's implementation of robust procedures and practice.

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It is not yet outstanding because:

 Children do not always have opportunities to independently practise their early writing skills.  There are few opportunities for children to use and discover that technology has a purpose, to extend their existing knowledge.

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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

 increase opportunities for children to practise and improve their early writing skills  build on opportunities for children to use and explore technology and learn that it has a purpose.

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Inspection activities

 The childminder gave the inspector a tour of the areas used for childminding.  The inspector observed the childminder's interactions with children.  The inspector sampled children's records and a selection of policies.  The inspector took into consideration the written views of parents.  The inspector observed children's activities.

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Effectiveness of the leadership and management is good

The childminder shows a good level of understanding of how to engage children in learning. She fully understands how to safeguard children and the procedures to follow if she has concerns about their welfare. Safeguarding is effective. She makes improvements and keeps up to date. For example, she follows training to update her policies in line with government legislation and informs parents. The childminder has a high level of expectation for what children will achieve. The childminder reflects on her practice, for example, an outside area has been covered to give shelter and enable more opportunity for messy play.

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Quality of teaching, learning and assessment is good

The childminder plans exciting activities to extend learning effectively. These are clearly linked to children's interests and next steps in their learning, overall. The childminder places an emphasis on communication skills and on supporting their physical, personal, social and emotional development. For example, she successfully questions and encourages children, and provides a narrative of what they are doing. Children are consistently motivated and engaged, such as when fishing in the water tray to catch numbers with a rod and put them in sequence. The childminder provides a variety of sizes of metal and wooden scoops to transfer coloured rice to and from containers. She helps extend children's language with frequent use of words, such as 'less' and 'more'.

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Personal development, behaviour and welfare are good

Children are happy and settled. The childminder works with parents to request detailed information about children's individual needs to help them settle and feel secure. She has a well-organised routine that enables children to feel secure and learn boundaries. As a result, children show good behaviour and respond to the childminder positively. The childminder helps children to develop a positive attitude to people's differences and to understand feelings and emotions through a range of ways, including stories and the use of puppets. She praises children regularly to help boost their self-esteem and confidence. The childminder promotes healthy lifestyles well. For example, children learn about balancing the quantities of food and have access to fresh air and exercise every day.

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Outcomes for children are good

Children learn successfully from their play experiences. They make good progress and achieve well. They are well prepared for their next stages of life and education. For example, they manage their self-care very well, put their coats away and put on their shoes to play outside. Children use their imaginations, for example, they pretend play with the doll's house.

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Setting details

Unique reference number EY294152 Local authority Southampton Inspection number 1092110 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 2004. She lives in the Bitterne Manor area of Southampton. The childminder holds a relevant level 3 qualification. She receives funding to provide free early education for children's learning, development and care.

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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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