Childminder EY428909

Inspection date

Previous inspection date 7 August 2017 25 February 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 quality of teaching is strong. For example, the childminder teaches children about the life cycle when she supports them to grow fruit and vegetables. They learn about the best time to plant bulbs and seeds and how to look after them.  Children are confident communicators and they are happy to share their thoughts and feelings. The childminder accurately models speech. She asks children relevant questions and allows them time to think about their response.  Children take an active part in the daily routine and are eager to listen and follow instructions. The childminder and her co-childminder use consistent strategies to support positive behaviour. They encourage children to compromise with each other . Children work with their friends and share enjoyable experiences.  The childminder forms close links with parents and they are happy to seek her advice. She offers them practical solutions to problems, such as when they alter their working

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This provision is good

hours. She is flexible and helpful and makes changes to meet their requirements.  The childminder carefully monitors all aspects of children's learning. She speaks to parents to see what they have noticed about children's development at home. She talks to them about gaps in children's knowledge and they agree how they will address concerns. All children make very good progress.

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It is not yet outstanding because:

 The childminder does not give children every opportunity to make their own choices about how to enhance their play.

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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

 offer young children greater opportunity to extend their own play.

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Inspection activities

 The inspector observed an adult-led activity and spoke to the childminder about the support she offers children.  The inspector spoke to the childminder about her experience of safeguarding and procedures she follows to keep children safe.  The inspector viewed the childminder's training certificates and talked to her about methods she uses to develop professionally.  The inspector talked to the childminder about the progress individual children are making in their learning.

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Effectiveness of the leadership and management is good

The childminder is conscientious and strives to maintain a good-quality setting for all children. She makes focused changes that she feels will have a positive impact. For instance, she recognised that some children do not have access to technology at home and improved her provision in this area. She now supports children to use age-appropriate equipment on a regular basis. Safeguarding is effective. The childminder regularly updates her understanding of safeguarding. For example, she has recently learned more about her responsibilities regarding the Prevent duty guidance. She knows how to identify children who may be open to hearing extremist views and she challenges intolerant behaviour. She records and reports concerns about children's welfare to appropriate agencies. The childminder carries out regular risk assessments and children play in a safe and well- maintained area. The childminder has recently improved her childcare qualifications and

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Effectiveness of the leadership and management is good

uses her new knowledge to improve practice. For example, she researched theories about how children form attachments to adults and improved her settling-in process.

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Quality of teaching, learning and assessment is good

The childminder encourages children to learn more about books and to engage in imaginative play. For instance, children re-enact popular fairy tales. They construct buildings for animals to live in and talk about the texture of the puppets they are using. They listen carefully as the childminder reads the story. She encourages them to talk about what they can see in the book. The childminder shares observations with parents, such as pictures she takes on days out. She uses the evidence she collects to help her make precise assessments of children's progress. The childminder supports children to take part in impromptu music sessions. For example, she sings as children bang on colanders and pans with wooden spoons. They are excited as they move their bodies rhythmically to the words. The childminder teaches children about shapes, such as when they use cutters to make circles. They discuss the concepts of 'more' and 'less'.

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Personal development, behaviour and welfare are good

The children form close, secure relationships with childminder. She includes many opportunities for children to be active in their daily play. For example, they visit local parks and groups. The childminder uses additional methods of communication to support children with limited speech skills. For example, she shares visual timelines with them to help them understand daily routines. The childminder teaches children to understand the lives of others. For instance, they play with toys that reflect people's differences and learn about popular cultural anniversaries.

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Outcomes for children are good

Children are inquisitive and eager to learn. They have good concentration skills, such as when they use their pincer grip to pick up small items with tweezers. They look after books and know how to turn the pages from a very young age. Children learning English as an additional language make good progress alongside their peers. All children are very well prepared when the time comes for the move to school.

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Setting details

Unique reference number EY428909 Local authority Southampton Inspection number 1094895 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 25 February 2015

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Telephone number

The childminder registered in 2011. She lives with her partner, who is also her co- childminder, in the Thornhill area of Southampton, Hampshire. The childminder receives government funding for free nursery education for two-, three- and four-year-old children. She holds a relevant early years qualification at level 5.

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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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