Childminder EY476395

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 provides a warm and welcoming home-from-home environment. Children enjoy highly positive relationships with the friendly and attentive childminder and they demonstrate they are happy and content in her care. For example, children are confident with new visitors to the childminder's home and happily engage in conversation with them.

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The provision is good

Children experience a selection of natural resources to develop their awareness of different textures. For example, children thoroughly relish exploring a pumpkin and fir cones. They happily discuss how the inside of the pumpkin feels 'slimy' with the childminder, building on their good communication skills. The childminder uses the activity well to encourage children to develop their small-muscle skills and hand-to- eye coordination. For instance, children carefully tap screws into the pumpkin with small mallets. This helps them to develop control with their hands. Children benefit greatly from the well-planned activities that stimulate their interest and curiosity.

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The provision is good

Children are persistent and eagerly practise new skills. They describe and proudly demonstrate 'cakes' that they have made out of play dough. Children get satisfaction from their achievements and behave well. They are safe, and flourish in the warm and inclusive atmosphere the childminder creates.

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need to do better?

n The childminder follows children's individual care routines well. She encourages children to be independent. For instance, children know when to wash their hands before snack and lunch. Children help to prepare the different healthy snacks provided by the childminder. For example, they cut their own fruit and talk about the different colours of the apples. The childminder provides support when needed and allows children time to develop these self-care skills. n The childminder uses her observations and assessments of children's development to plan activities that support them to reach the next steps in their learning. However, occasionally, the childminder does not optimise spontaneous learning opportunities to extend children's development to the very highest level. n Children are supported very well to develop their language and literacy skills. For example, the childminder reads stories and encourages children to talk about

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need to do better?

what they learn. Children recall familiar stories and rhymes, and they listen attentively and respond to questions. Children flourish in their communication and language development and they develop the key skills they need in readiness for future learning. n Children benefit from regular opportunities to play and learn outside, which allows them to have fresh air and exercise. Children also benefit from accessing activities with local community groups, which further promotes their social skills.

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need to do better?

25 October 2019 This also helps children to learn about the wider community and to have respect for others. n The childminder encourages children to explore early mathematics, such as counting and naming shapes. She finds ways to promote their mathematical development, following the children's interests. For example, children confidently count as they play throwing games with the childminder. n Children are kind and considerate to others. They show good social skills. Older children kindly invite younger children into their play. The childminder is a good role model and gently teaches children about the importance of being kind to others. n Parents are complimentary about the childminder and the progress their children make. They value the bonds she has with their children and her commitment and dedication to the children in her care. The childminder provides parents with ideas to continue their childrens learning at home.

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need to do better?

n The childminder is committed and well organised. She reflects on the quality of her practice and the setting. She monitors the suitability of her assistant and supervises her as she works with the children. The childminder seeks the opinions of parents and children and takes account of their views when making plans for the development of her setting. The childminder accesses some training for herself and her assistant, linked to statutory requirements, to continually improve their skills. However, she does not have a precise training plan in place to raise the already good provision to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs and symptoms that may indicate abuse to children. She knows who to contact should she have any concerns about a child's welfare. The childminder talks confidently about her policies and procedures and how these help to keep children safe. She has effective emergency procedures that she follows and shares with her assistant. She has a good understanding of wider safeguarding issues, including the 'Prevent' duty guidance, which talks about and identifies people at risk of developing extremist views. The childminder ensures that her assistants fully understand their roles and responsibilities in protecting children.

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should:

n enhance the already good teaching and learning even further and make the most of children's interests and spontaneous learning opportunities as these arise n implement a more targeted and precise professional development plan and raise

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should:

25 October 2019 the quality of the provision to the highest level.

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Setting details

Unique reference number EY476395 Local authority Southampton Inspection number 10075860 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 28 April 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Shirley, Southampton. She operates from Monday to Friday during term time only, except for personal holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector had a learning walk of the areas of the home used for childminding purposes. n The inspector spoke with children at appropriate times during the inspection. She discussed with the childminder how she establishes effective partnerships with parents. n The inspector observed the quality of teaching during activities and assessed how the childminder promotes children's learning. n The inspector looked at evidence of the suitability of the childminder and other household members. n The childminder discussed her self-evaluation and how she drives ongoing improvement in her setting.

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Inspection activities

25 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

25 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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