Childminder EY332130

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 a warm and welcoming environment for children. She has a good understanding of the children she cares for, which enables her to support their learning and development well.

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The provision is good

Children happily choose their own activities. For example, they inquisitively explore seasonal objects from a suitcase. They begin to use their imagination as they create stories around the objects. For example, they find different-sized hedgehogs and show an interest in making up their characters, such as mummy, daddy and baby.

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The provision is good

Children's wishes are understood and valued which helps them develop a positive sense of themselves. For example, together the children choose resources they would like to play with. This respectful approach to supporting children's learning and development leads to children being well behaved.

p.2

The provision is good

The childminder has high expectations for all children. She works closely with them to develop their understanding. The childminder encourages them to learn to make their own decisions. For example, she encourages children to tidy away sensory materials that are on the floor. She explains to the children what might happen if the material stays on the floor. The children show good understanding of this and follow instructions well.

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need to do better?

n The childminder has an ambitious vision. She has a proactive and reflective approach to fulfil children's emerging interests. The childminder has an effective system in place to observe children's current knowledge and skills. She uses this information successfully to plan exciting activities. For example, children have recently shown an interest in using hammers, so she provided them with different objects to develop these skills. n Older children show a particular interest in developing their early literacy skills. For example, they take pleasure in sounding out familiar letters when matching cards to objects. On occasions, the childminder does not identify possible opportunities to enhance this interest. This does not build on their knowledge further. n The childminder is able to adapt activities to suit the age and stage of development for every child. This includes children with special educational

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need to do better?

needs and/or disabilities. Children articulate what they know well. Older children take pride in sharing their problem-solving skills when completing tricky puzzles. n Children have positive attitudes to their learning. They display high levels of concentration and enjoyment in their chosen activities. For example, younger

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need to do better?

29 October 2019 children focus as they transfer materials from one pot to another. n The childminder's proactive attitude motivates children to learn as they are eager to take part in planned activities. For example, they develop their fine- motor skills as they practise threading with natural objects. At times the childminder does not fully support the younger children's communication and language skills well. This does not fully support their developing vocabulary. n Children feel safe and secure in the presence of the childminder. They are polite and show respect for one another. They listen well and respond positively to each other's requests. For example, older children independently get ready to play in the garden when asked and younger children collect their shoes. n The childminder's flexible settling-in policy supports children's emotional well- being effectively. She works closely with parents to determine what each child

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need to do better?

needs. This helps children adapt to their new surroundings and form good attachments with the childminder. n The childminder's reflective attitude ensures she continually improves her skills and knowledge and develops her teaching. Recently, she attended a professional development course to learn more about supporting children with pronunciation. She successfully uses this training to support the older children and their families, which has a positive impact on their speech development. n Parents provide written feedback in regard to their experiences of the childminder. They comment that their children are happy and settled in the childminder's home. They say their children are developing well and have access to a range of different activities.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her safeguarding responsibilities. Her knowledge of the signs and symptoms of abuse and the wider safeguarding issues promotes a culture of vigilance. She attends regular training to stay up to date with legislation and policies. The childminder keeps robust records to help her monitor the overall well-being of children. She is quick to assess situations to ensure they are safe for the age and stage of children in her care.

p.3

should:

n expand on children's interests in literacy by offering more opportunities for them to practise mark making and letter formation within the daily routine n improve the provision further to develop younger children's language and vocabulary.

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Setting details

Unique reference number EY332130 Local authority Southampton Inspection number 10073648 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 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 20 January 2016

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Information about this early years setting

The childminder registered in 2006. She lives in the Sholing area of Southampton, Hampshire. She operates her service from Monday to Thursday, from 7.30am to 6pm. The childminder has a relevant qualification at level 3. She accepts funding for the free provision of education for children aged two, three and four years.

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Inspection activities

n The inspector and childminder carried out a learning walk in all areas of the home to understand how the early years provision and the curriculum are organised. n The inspector observed the childminder with the children to gain an understanding of the quality of education. n The inspector held discussions with the childminder and children at appropriate times throughout the inspection. n The inspector looked at a sample of documentation. n A leadership meeting was held with the childminder.

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Inspection activities

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

29 October 2019 29 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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