Childminder in Southampton

Inspection date

Previous inspection date 13 June 2018 Not applicable

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 provides a stimulating learning environment. Children enter the setting with confidence. Resources are accessible and entice children to engage. For example, children demonstrate good levels of concentration for long periods.  Children communicate well with the childminder. She quickly responds to their individual needs. For example, the childminder recognises when children indicate they are hungry.  The childminder observes and assesses children regularly. Planning is effective. For example, children access activities that are suitable for their age and stage of development. Children relish exploring the wide range of materials available.  Children carry out simple instructions. For example, they tidy up resources before snack time and willingly wash their hands when gently prompted.  The childminder uses feedback from other professionals to help her support children's health and well-being. Children benefit from nutritious meals and make healthy

p.1

This provision is good

choices.  The childminder develops her knowledge and skills. For example, she reads articles and acts on advice from her local authority. She makes relevant changes to her safeguarding policy and keeps up to date with legislative changes.

p.1

It is not yet outstanding because:

 Although the childminder has established good working partnerships overall, she has not fully developed ways to enable parents to further extend children's learning at home.

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

 build on ways to further enable parents to support their children's next stages of development at home.

p.2

Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector observed and evaluated an activity with the childminder.  The inspector looked at children's records and planning, and discussed the childminder's policies and procedures.  The inspector spoke to parents to seek their views.

p.2

Effectiveness of the leadership and management is good

The childminder has developed effective systems to monitor children's progress. For example, she observes children regularly and monitors their progress. The childminder gives children's welfare and security high priority. She effectively risk assesses her home and creates a very safe learning environment. For example, she teaches children how to evacuate her home safely in the event of a fire. The childminder supervises children extremely well. Children feel safe and secure to explore the environment. Safeguarding is effective. The childminder understands her role and confidently explains the procedures to follow if she has any concerns about children's welfare.

p.3

Quality of teaching, learning and assessment is good

The childminder helps children develop good speaking and listening skills, for example, she models and repeats words. She teaches children how to solve problems they come across. For example, she shows them how to develop control to successfully squeeze the glue from a bottle. The childminder is enthusiastic and recognises children's achievements. Children are very engaged and highly motivated. They begin to use words to describe size and shape. For example, when making a card for Father's Day, they talk about quantities and shapes of materials. The childminder gives children plenty of time to explore and make choices. She talks to them about their likes and interests. For instance, she encourages children to read and share their enjoyment of books and stories.

p.3

Personal development, behaviour and welfare are good

The childminder is nurturing, kind and patient. She has strong bonds with children, who are confident to ask for help if needed. The childminder has a good understanding of how to support children to manage their self-care. For example, she provides lots of opportunities for children to put on their own shoes and gives them encouragement and guidance to succeed. This builds children's self-esteem and helps them to develop skills for their future. The childminder helps children to be active and develop good physical skills. For example, they regularly visit parks and she encourages children to walk. Children learn about their wider world and begin to consider differences in others. For example, they learn about how different people celebrate festivals, such as Eid and Christmas.

p.3

Outcomes for children are good

Children make good progress from their starting points. They develop good mathematical skills. For example, they recognise numbers and count in sequence. Children use a variety of pens to help develop their writing skills. They listen carefully and communicate their needs well. Children are well prepared for their move to school.

p.3

Setting details

Unique reference number EY497636 Local authority Southampton Inspection number 1039460 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 6 Number of children on roll 1

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016 and lives in Southampton. The childminder provides care from 8am to 6pm Monday to Friday, for 45 weeks a year. The childminder receives funding to provide free early years education for two-, three- and four-year-old children.

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