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 Requires improvement

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The provision is good

Children are well cared for and benefit from warm, trusting relationships with the childminder. They demonstrate that they feel safe and are happy and confident in their play. Children behave well. They listen to the childminder and respond to her requests, for example when they help tidy away the toys before going outside to play. Children enjoy learning to be independent, for example when they unfasten straps on their shoes and put away their coats after being in the garden. Children gain a 'can-do' attitude to trying new tasks, which supports their future learning well.

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The provision is good

The childminder organises a curriculum that takes account of children's interests, which helps them to engage well in their play. For example, children enjoy sharing favourite stories, such as 'The Hungry Caterpillar', and listen intently as the childminder reads to them. They count how may fruits and vegetables the caterpillar has eaten and notice the holes that are made in the leaves. Children's communication skills are good. They speak confidently to share their ideas and suggestions, as the childminder uses good opportunities to develop their growing vocabulary skills well. Children make good progress in their learning.

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need to do better?

n The childminder has successfully addressed the actions and recommendations made at her last inspection. She has completed her paediatric first-aid qualification and maintains an up-to-date certificate, to meet requirements. n Children develop good mathematical skills. The childminder supports this area of their learning well. Children learn how to count confidently and are able to recognise and recall familiar shapes. For example, as children use modelling sand, they name the 'star' and 'square' shapes and count out spoonfuls of sand confidently. n The childminder has developed strong partnerships with parents. She gains a good range of information about what children know and can do when they first start. Furthermore, she uses her regular conversations with parents to keep them informed of their children's progress. However, the childminder is yet to establish effective relationships with other early years settings that children

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need to do better?

attend, to help her provide a more collaborative approach to children's learning and care. n Children develop good language skills. The childminder uses opportunities well to model new words and help children to pronounce and learn what these new words mean. For instance, she teaches them about 'astronauts', as they sound out each part of the word clearly, copying the childminder. Children are confident and articulate communicators. n The childminder is kind and respectful with the children she cares for. In turn,

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need to do better?

1 February 2022 they are kind, polite and courteous in their day-to-day routines. Children use good manners, such as 'please' and 'thank you' as they ask for toys and resources. They behave well and gain good social skills. n The childminder plans a varied curriculum to help build on what children know and can do. Children make good progress from their starting points. However, at times, the childminder does not make the most of learning experiences to challenge and extend the older and most-able children, to help them achieve as much as they can. n Children's health and hygiene are well supported by the childminder. She teaches children to wash their hands before they eat and after they have played in the garden. Children enjoy trips to park and daily walks to and from school, to gain fresh air and exercise and help support their good physical development. n The childminder demonstrates a positive attitude to professional development.

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need to do better?

She accesses courses and webinars to keep her knowledge up to date. For example, she speaks positively about recent training that has enhanced her safeguarding knowledge.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe. She completes risk assessments in her home and garden, and takes action to remove or minimise risks to children to keep them safe. The childminder ensures that children are supervised when in her home and garden. She makes good use of new training to keep her safeguarding knowledge up to date. The childminder knows how to identify and report welfare concerns about a child, including those in relation to extreme views or behaviours.

p.3

should:

n focus more closely on all of the available opportunities within activities to challenge and extend the older and most-able children's learning even further n strengthen existing links with other early years settings children attend to promote a better exchange of information which is more closely focused on each child's individual learning.

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Setting details

Unique reference number EY541206 Local authority Southampton Inspection number 10100903 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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Total number of places

Number of children on roll 2 Date of previous inspection 4 March 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Southampton. She provides childcare each weekday, all year round, from 7am to 6pm.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

1 February 2022 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

1 February 2022 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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