Childminder in Southampton

Inspection date 24 April 2019 Previous inspection date 11 April 2016

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This inspection: Good 2

Previous inspection: Met Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is warm, kind and nurturing and knows the children in her care well. This results in children being happy, settled and confident. n The childminder makes regular and precise assessments of children's learning and development. She uses this information to plan activities which meet the individual needs and interests of children. As a result, children make good progress. n The childminder has a secure knowledge and understanding of the statutory requirements. This is further supported by the relevant and regular training she completes, which ensures she continues to enhance her professional development and skills further. n The childminder is a good role model for children. She sets clear boundaries and has high expectations of behaviour. Children are polite, well mannered and behave well. n Parents comment how happy they are with the care the childminder provides for their children. They give praise for keeping their children active and engaged with the visits

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This provision is good

and experiences she provides. n Although the childminder develops positive relationships with parents, she does not always provide them with information about how to support children when they are learning something new. This is particularly the case when children are learning about self-care skills. n Opportunities for children to experiment with the marks they can make are limited. This is because the childminder does not provide enough emphasis on developing early writing skills.

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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

n strengthen partnerships with parents to ensure children are fully supported when developing their self-care skills n enhance opportunities for children to experiment and learn about the different marks they can make, so they can begin to develop early writing skills.

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What the setting needs to do to improve further

n The inspector spoke to children throughout the inspection. n The inspector spoke to the childminder at appropriate times during the inspection. n The inspector sampled documentation, including policies and procedures. n The inspector looked at children's records. n The inspector observed the childminder's practice throughout the inspection. n The inspector considered written parental comments.

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Effectiveness of leadership and management is good

The childminder has a good understanding of how to keep children safe. Safeguarding is effective. She knows the possible indicators that a child may be at risk of harm and understands the processes to follow if she has concerns. The childminder reviews her practice continually and has positive ideas and plans for how she can further enhance her setting. She has high expectations of her provision and ensures that children are given meaningful opportunities to play and have fun as they learn and make progress.

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Quality of teaching, learning and assessment is good

The childminder has a secure knowledge and understanding of how to promote children's learning. She is particularly skilful in introducing mathematical concepts in a fun and interesting way. This encourages children to be fully engaged and eager to learn. The childminder gives plenty of opportunities for children to have positive experiences and supports their emerging interests well. For example, when sharing books, she relates the topics to real-life experiences, such as planting seeds and talking about how different things grow. The childminder linked this to a real pine cone, which she provided, and compared this to the size of conkers and cucumber seeds. The childminder also provides regular opportunities to explore the local community and offers a wide range of different trips and outings. These include going to the zoo, taking a trip on a train and visiting a local toy library.

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Personal development, behaviour and welfare are good

Children have a secure attachment with the childminder, who is enthusiastic and engaging. She is clear with her expectations of behaviour. The childminder listens to children intently and considers their opinions, thoughts and feelings fully. Positive settling-in procedures ensure that children settle well when they first start, even when they are very young. The childminder is able to identify children's changing needs and respond to them effectively, for example, when children are hungry, tired or may want to explore another activity. The childminder helps children to understand how to keep themselves healthy. For example, she talks to them about the importance of eating healthy food and how this affects their bodies and growth.

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Outcomes for children are good

Children make typical progress from their starting points and are working well within their stage of development. The childminder supports children to develop the skills they need to be effective learners and make consistent progress. This means they are well prepared for when they experience changes in their lives, such as starting school. Children develop good speaking and listening skills. They confidently chat with adults, explore books and sing and dance to a variety of familiar songs.

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Setting details

Unique reference number EY480036 Local authority Southampton Inspection number 10059271 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 12 Total number of places 6 Number of children on roll 6 Date of previous inspection 11 April 2016

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Registers

The childminder registered in 2014. She lives in the St Denys area of Southampton in Hampshire. The childminder operates from Monday to Friday, from 8am to 6pm, all year round.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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