Childminder EY439872

Inspection date

Previous inspection date 23 August 2017 10 September 2014

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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 supports children's learning and development well. She provides a good range of learning experiences to capture their interest and challenge them well. Children make good progress from their starting points.  Children are happy and settled. The childminder meets their individual routines consistently and responds quickly to their needs when they become hungry and tired.  The childminder is a good role model for children and helps them to develop positive attitudes and values. Children behave well, treat others with respect and kindness, share and use good manners.  The childminder monitors the quality of her provision well and makes ongoing improvements. For example, she gains more information from parents about children's progress from the start to plan their learning accurately.

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It is not yet outstanding because:

 The childminder misses some opportunities to encourage older children to solve simple number problems to extend their mathematical skills even further.  The childminder does not make the most of opportunities to help children to learn more about one another's lives and families, and understand differences and similarities in the wider community.

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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 older children's mathematical skills even further, to help them solve simple number problems  extend opportunities for children to learn more about people and communities to support their understanding of the world further.

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Inspection activities

 The inspector observed activities and the quality of the childminder's interaction with the children. She also discussed the effectiveness of an activity with the childminder.  The inspector observed the management of children's care routines.  The inspector looked at children's assessment records and talked to children at appropriate times.  The inspector sampled the childminder's documentation and discussed her knowledge of the requirements of the early years foundation stage.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder maintains a good understanding of child protection issues and the procedures to follow to protect children. She is aware of the potential risks to children and signs that they may be at risk of harm. The childminder keeps her home safe and secure, and teaches children how to keep themselves safe in play and on outings. The childminder values professional development to improve her knowledge, skills and the range of activities for children. For example, she uses educational websites to gain ideas for providing a wider variety of activities to support children's creativity and design skills, such as constructing collages and gifts.

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Quality of teaching, learning and assessment is good

The childminder makes accurate assessments of children to monitor their progress and identify any gaps in their learning. She joins in their play to help them achieve their next steps for learning and to gain new skills. For example, children are keen to learn how to use a machine to create bubbles to chase and pop. When children become confident, the childminder extends this by demonstrating how to use other machines and wands to create different bubbles. She names the sizes of the bubbles and extends this to encourage older children to compare their sizes and textures. The childminder supports children's communication and language skills well. She helps younger children to learn new words, such as naming the airplanes they see in the sky. She encourages older children to think and talk about what they are doing, such as the drinks and meals they make in pretend play.

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Personal development, behaviour and welfare are good

The childminder provides interesting play areas for children. They make their own choices freely and move between the indoor play areas and garden, confidently leading their own play. The childminder is quick to build on their interests to keep them engaged and motivated to explore. For example, she brings toy cars and a play mat outside to extend the younger children's interest in playing with the toy garage. Children benefit from lots of outdoor play and physical activities. For instance, younger children use their new walking skills to push wheeled toys around the garden and to climb with support. The childminder helps children to learn about technology in everyday activities, such as learning to use the traffic lights to cross roads safely.

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Outcomes for children are good

Children enjoy their learning and are eager to join in the activities. They develop good skills that prepare them well for their next stage of development and move on to school. Children listen well, communicate confidently and learn good social skills. They have regular opportunities to draw and write, and learn to manage many tasks for themselves to build their self-confidence and independence. For instance, children pour their own drinks, dress themselves and help with jobs when asked.

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Setting details

Unique reference number EY439872 Local authority Southampton Inspection number 1071476 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 10 September 2014

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Telephone number

The childminder registered in 2012 and lives in Southampton. She offers care from 7am to 6pm on Monday to Friday. The childminder holds a relevant qualification at level 3.

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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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