Childminder EY385040

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

Children display good colour-recognition skills. They illustrated their knowledge during a matching activity when they collected similar-coloured pompoms together in small pots. The childminder modelled the activity well as she demonstrated how children could carefully manipulate tweezers to pick up the pompoms. Children confidently replicated the childminder's movements. They squeezed the stem of the tweezers hard and managed to collect the tiniest balls. The childminder praised children for successfully completing the task.

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The provision is good

The childminder is ambitious for all children in her care. She plans exciting experiences for children. For instance, she takes them to country parks. They make the most of the outdoor time together to collect natural resources and to hunt for insects. The childminder speaks to children considerately and they always respond politely towards her. The childminder reinforces good hygiene habits. For example, she showed children how to wash their hands thoroughly after stroking the cat.

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The provision is good

The childminder supports children to experiment with numbers as part of their play. On the day of the inspection, she prompted children to count pretend animals into pens in the farmyard. Children used interesting words, such as 'squeeze', to describe how they would fit more animals into the pen. When the childminder intervenes to guide play, she does not always allow children time to consider the direction they would like to take the play in.

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need to do better?

n The childminder promotes an active enjoyment of reading. She provides an array of colourful books and evokes conversation around them. For instance, children named different animals in books. They used their imagination and guessed what would happen next in the story. n Developing new professional skills is important to the childminder and she sources a range of different learning opportunities. For instance, the childminder accessed training which focused on providing children with access to healthy food. This learning gave her a better understanding of how to identify foods which contain hidden sugar and fat. The childminder offers children the chance to sample a balanced range of nutritious foods. n The childminder establishes firm partnerships with parents. She holds frequent conversations with them about children's care and she invites parents to communicate their views about her practice. The childminder is aware that

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need to do better?

families sometimes need advice when their home circumstances change. She listens to their worries. The childminder knows how to direct parents to other services so they can access further support if they need to. n There are some flaws in the written progress check for children age two that the

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need to do better?

20 January 2020 childminder shares with parents. The assessment does not precisely reflect children's progress in the prime areas of development. The childminder is aware that parents often share this check with other professionals. She is continuing to develop this aspect of her practice. n Children develop a broad selection of independence skills which prepare them well for the next stage of their education. This was evident when children helped to prepare lunch and carefully chopped fresh strawberries. Children maintained a strong hand grip as they strategically moved a knife across crackers to apply a thin layer of butter. They took pleasure in tasting the finished product. n The childminder invites children to advance their writing and drawing skills. For instance, children held coloured pencils firmly as they drew shapes and lines on paper. They revelled in the childminder's praise as they showed her their

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need to do better?

completed designs. n Lately, the childminder has improved the organisation of the indoor play environment. Children now have more opportunities to explore. Nevertheless, the childminder does not consistently give children time to decide how they want to lead play when they are working alongside her. n The childminder forms strong links with teachers and assistants at the local school. They are happy to seek her input. For instance, the childminder collaborates to share the strategies she uses to promote positive behaviour. Children respond well to the consistent messages they recieve from staff and the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder supplements safeguarding training with additional reading about safeguarding issues to improve her knowledge. The childminder understands that children might disclose sensitive information to her. She is alert to unusual language that could indicate there is a safeguarding issue. She knows how to record details of disclosures and concerns in order to share them with appropriate professionals. The childminder risk assesses her provision well. For example, she recognises that the decking in her garden can be slippery in wet and frosty weather. For this reason, the childminder organises different physical play opportunities in adverse weather to keep children safe.

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should:

n refine the process for recording children's progress at two years of age, so that the written assessment precisely reflects children's development n offer children plenty of time and opportunity to consider how they want to lead their own play.

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Setting details

Unique reference number EY385040 Local authority Southampton Inspection number 10065874 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 10 Total number of places 6 Number of children on roll 7 Date of previous inspection 13 November 2015

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Information about this early years setting

The childminder registered in 2008. She lives in Bitterne, Southampton. The childminder cares for children all year round. She operates her service on Monday, Tuesday, Wednesday and Friday between 7am and 6pm. On a Thursday, she works from 7am until 9am.

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Inspection activities

n The inspector and the childminder discussed the layout of the play environment. n During the morning, the inspector observed the childminder interacting with children. n The inspector checked a range of documents, including training certificates and the childminder's paediatric first-aid certificate. n The inspector spoke to the childminder at appropriate times throughout the inspection. n The childminder explained her safeguarding policies and procedures to the inspector.

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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

20 January 2020 20 January 2020 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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