Southwell, Toni

Inspection date 15 August 2019 Previous inspection date 15 February 2016

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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This provision is good

n Children have exceedingly secure emotional attachments with both the childminder and her assistant. As a result, children are very well behaved, highly motivated and are exceptionally self-confident. n The childminder is very skilled in identifying and addressing gaps in learning. She is determined and unwavering in obtaining additional support for those children who need it. n Children are able to take turns and resolve minor conflicts successfully, using skills taught effectively by the childminder. n The childminder is highly ambitious and is a driving force of new initiatives. She has high aspirations for both herself and the children. For example, the childminder has set up a regular singing workshop at a local care centre for older people. n The environment is stimulating and well resourced. Children can access resources independently and they know what other resources are available. For instance, children

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This provision is good

asked for a second play tent in the garden. n The childminder successfully incorporates numbers into the children's play. However, the childminder misses some opportunities to inspire children to solve mathematical problems.

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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 encourage children further to solve mathematical problems during their play.

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What the setting needs to do to improve further

n The inspector spoke with both the childminder and her assistant during the inspection. n The inspector viewed a sample of documentation. n The inspector spoke with parents on the day and read written feedback. n The inspector observed activities both indoors and outdoors.

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Effectiveness of leadership and management is good

The childminder is very effective with her self-evaluation and routinely develops practice and the environment to meet the needs of the children. Safeguarding is effective. The childminder and her assistant frequently update their professional knowledge. The childminder has strong parent partnerships and actively seeks their views regularly. She has developed excellent partnerships with local settings and takes the lead for this in the area. The childminder has a well-embedded performance management process in place for her assistant.

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Quality of teaching, learning and assessment is good

The childminder has a secure knowledge of child development. The childminder and her assistant develop children's ideas further in their play introducing them to new concepts. For instance, as children used water in the garden to paint, the childminder encouraged them to observe the changes taking place as the water evaporated. The childminder and her assistant encourage children to challenge themselves. They extend children's learning using well-thought-out prompts. For example, the children are encouraged to use their homemade binoculars to hunt for treasure. The childminder and her assistant model language expertly. They differentiate their language depending on the child and give children time to think and respond to questions.

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Personal development, behaviour and welfare are outstanding

Children are extremely confident and happy at the setting. The childminder and her assistant consistently develop the children's understanding of their emotions. They support children in making the link between their actions and their feelings in a sensitive manner. They value and respect the children's opinions. For example, following an interest in pirates, the children discussed going on a boat and so the childminder agreed that this could be organised. The childminder has taken the lead on a healthy early years project and works highly effectively with parents to reduce the use of dummies both in her setting and at home. She has also developed a tooth-brushing scheme in the setting that teaches good oral hygiene. This has a significant impact on the families as well as the children, with parents commenting that their children now teach them how to brush teeth. The childminder and her assistant actively support children in understanding their

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Personal development, behaviour and welfare are outstanding

similarities and differences. The children are very reactive to the needs of each other, such as getting a comforter or giving a child space.

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Outcomes for children are good

Children are keen to learn and they make good progress. They are well prepared for their transition to school. Children enjoy a range of activities including water play, reading stories, outings in the local community and role play. They talk with confidence in their play using the past and present tense. Children confidently count to 15 while playing a game of hide and seek. The children show excellent knowledge of self-care skills, such as getting a hat because of the sunshine, changing their clothes, as well as attending to their own toileting needs.

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Setting details

Unique reference number EY420377 Local authority Southampton Inspection number 10074674 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 0 - 10 Total number of places 6 Number of children on roll 19 Date of previous inspection 15 February 2016

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Registers

The childminder registered in 2011. She lives in a house in the Weston area of Southampton. The childminder works with an assistant and they care for children on both a full-time and part-time basis. The childminder has a relevant childcare qualification at level 5. She receives the early years pupil premium funding for some children in her care.

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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

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Registers

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Registers

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Registers

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