Childminder in Southampton

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder creates an inviting environment for children to promote their play and learning. She follows children's individual interests and captures good opportunities to weave mathematical learning into their play. For instance, as children play with the train track and vehicles, the childminder encourages children to experiment with working out whether 'smaller' or 'bigger' cars will fit over the bridge. Children concentrate well and persevere at new tasks, to support their good attitudes to learning. The childminder has high expectations for children. She makes regular observations of children's learning. However, she does not always plan as precisely as possible to help her tailor teaching as fully as possible.

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The provision is good

The childminder places a good focus on building children's communication skills. She captures opportunities to share favourite stories to help foster children's love of literacy, such as naming the animals children find in books. For instance, as children look for the crab in the musical story book, they press buttons and pretend to be crabs, practising saying 'pinch-pinch'.

p.2

The provision is good

The childminder builds good relationships with children, to help them feel happy and safe. She treats children with kindness and respect and promotes their social skills well. Children learn how to be polite, such as when asking for something and as they share toys with their friends. Children behave well and gain skills in readiness for their eventual move to school, when the time comes.

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need to do better?

n Children benefit from an interesting and motivating curriculum that challenges their learning. Children enjoy a variety of activities which interest them and build on their skills. For instance, children enjoy experimenting with modelling dough as they learn about different parts of their bodies as they name and add ears and eyes to their 'monsters'. n The childminder helps to broaden and develop children's good speaking and listening skills. She talks to children and introduces new language well. For instance, as children play with cars, she teaches them the names of new vehicles, such as the caravan. Younger children develop confidence in their growing language skills, to support their future learning well. n Partnerships with parents are well established and successful. The childminder takes the time to get to know about children's home routines and interests. She shares information with parents, such as ideas for activities to help support

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need to do better?

children's learning at home effectively. n The childminder evaluates her setting to drive improvement. She has successfully addressed the recommendations made at her last inspection. The childminder acknowledges that her own professional development is not yet

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need to do better?

7 October 2019 focused on enabling her to build on her good teaching to help children achieve at the highest levels. n The childminder has a good understanding of children's individual abilities. She offers encouragement and praise for younger children who are learning to walk independently, to build on their developing physical skills. However, her planning for children's next steps are not focused as sharply as possible on what they need to learn next in all areas, to better support their learning needs. n Children develop strong, trusting bonds with the childminder, to support their emotional well-being. The childminder encourages children to develop good independent physical skills. She offers children praise and encouragement to help them gain confidence in their growing skills. For instance, younger children enjoy learning how to use cutlery to feed themselves at snack time. n The childminder has established relationships with other settings that children

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need to do better?

attend. However, she has not yet used this to strengthen the continuity and support for children's learning experiences. n Children benefit from a wide range of activities to build on their understanding of the natural world. They meet with other friends to visit the zoo and the park and they recently used walks in the woodland to collect leaves and fir cones. Children enjoy learning about the local community and this contributes to their developing awe and wonder about the world they live in.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding about her roles and responsibilities to keep children safe. She makes good use of training to keep her knowledge of local safeguarding procedures up to date. The childminder has a robust understanding of signs and indicators that a child might be at risk of harm. She knows what action she would take to report any child protection concerns in order to keep children safe.

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should:

n establish a more-focused, evaluative approach to identifying and targeting professional development to raise the quality of teaching to the highest level n focus more precisely on children's next steps in learning, to help them to make the best possible progress n work more effectively with all other settings that children attend, to improve the continuity and support for children's learning experiences.

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Setting details

Unique reference number EY101011 Local authority Southampton Inspection number 10065872 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 to 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 20 October 2015

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Information about this early years setting

The childminder registered in 2001 and lives in the Bitterne Park area of Southampton. She provides cares for children Monday to Friday from 8am to 6pm, for most of the year. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector viewed the areas of the childminder's home that children use and discussed the curriculum she plans for children. n The inspector spoke to children and the childminder at convenient times and viewed feedback from parents. n The childminder and inspector observed children in a range of activities and discussed teaching, learning and the impact of this on children's progress. n The childminder shared relevant documentation, including her paediatric first-aid certificate and public liability insurance, with the inspector. n The inspector spoke to children and the childminder, at convenient times, during the inspection.

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Inspection activities

7 October 2019 We carried out this inspection 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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Inspection activities

7 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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