Koukoulis, Susanna

Inspection date

Previous inspection date 16 August 2017 23 May 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder evaluates her provision well to identify where she can continue to make improvements. For example, she is using a new way of monitoring children's overall development to help her more quickly identify any gaps to help them catch up. She is also seeking training to develop children's outdoor learning even more.  Good partnerships with parents and other providers ensure they work together well to provide consistent care and learning for children. The childminder provides good information for parents to support children's learning at home.  All children make good progress. The childminder seeks good information on their starting points, observes their learning, and plans for each child's next stages of development well.  The childminder provides a stimulating environment, which she organises well to enable children to make choices and decide where they prefer to learn and play. She

p.1

This provision is good

has made effective changes to enable children to move more easily from indoors to outdoors.  Children develop strong attachments and behave really well. The childminder helps children to respect each other's differences, listen to different opinions and express their own preferences and interests appropriately.

p.1

It is not yet outstanding because:

 At times, the childminder does not give children enough time to respond to questions or comment on what they know when reading books.  The childminder sometimes misses opportunities to develop children's mathematical skills, especially older children using and recognising numbers.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 give children enough time to think and respond to questions when using books, to develop their literacy skills further  help older children to use and recognise numerals to extend their mathematical development.

p.2

Inspection activities

 The inspector observed activities and the quality of teaching indoors and outdoors.  The inspector spoke with the childminder and carried out a joint observation.  The inspector checked safeguarding information and the safety of the premises.  The inspector took account of parents' feedback on the childminder's self-evaluation.  The inspector sampled documentation, including policies and procedures, children's development records and information for parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps herself up to date with child protection procedures and has extended her knowledge of all aspects of keeping children safe. She has a good understanding of what to do if she believes a child is at risk of harm. The childminder takes good action to minimise any hazards to children and reassesses any risks if children have an accident. The childminder provides good support for children who learn English as an additional language, working closely with their parents. Through training, she is now using sign language, action rhymes and blowing activities to support children's speaking skills further.

p.3

Quality of teaching, learning and assessment is good

The childminder uses her observations of children's achievements well to plan activities that capture their imagination and motivate them to learn. She supports young children well in learning new skills, such as demonstrating using scissors for cutting. She helps them to start and praises them, providing strong encouragement until they are able to manage independently. The childminder plans enjoyable ways to support children's physical skills further. For instance, children operate wind-up toys, use a rod to hook a duck, and learn to use pincers as they pretend to make ice cream. The childminder helps children to extend their knowledge and vocabulary effectively by using their interests. For instance, when children play with toy sea creatures, the childminder provides pictures to help answer their questions and help them learn about sea urchins and crabs.

p.3

Personal development, behaviour and welfare are good

Children are secure and happy. The childminder provides sensitive settling-in procedures that are individual to each child and their family. She invites parents to join them for activities and takes older children to visit their new school to prepare them emotionally for their move. The childminder has high expectations of children's behaviour, focusing strongly on good manners and treating others with respect. She provides good resources and experiences for children to gain a positive image of themselves and of people's differences. The childminder exchanges important information with parents in detail after children's absences to ensure she can meet their changing needs. She helps children to gain independence, particularly in their personal care. Children have good opportunities to develop a strong understanding of safe and healthy practices, such as drinking plenty of water and practising emergency evacuation procedures with her.

p.3

Outcomes for children are good

Children develop good skills to help them in their future learning and prepare them for school. Children notice differences and make comparisons. For instance, using books, they see how some dinosaurs have long necks, some have spikes or spots. Children enjoy being creative, such as painting with coloured ice and noticing what happens as it melts and the colours mix. Young children develop confidence in their own abilities, are eager to take part in activities and persevere with new skills. They make good progress in their key areas of development, which securely underpins their learning.

p.3

Setting details

Unique reference number EY382739 Local authority Southampton Inspection number 1068906 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 6

p.4

Telephone number

The childminder registered in 2008 and lives in the Lordswood area in Southampton, Hampshire. She provides care each weekday, including before and after school, for 47 weeks a year. The childminder holds an early years qualification at level 3. She receives funding to provide free early education for children aged two, three and four years.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5