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 Met

p.1

The provision is good

The childminder provides a welcoming and homely environment. Young children demonstrate they are happy and settled in her care. They are confident to express their needs and snuggle up for cuddles when they are tired, or simply for reassurance when they need it. Children independently explore the toys and activities available to them. They show a genuine love of literature for their young age and spend lots of time looking at books alongside the childminder. Babies focus intently and show delight when they achieve their goals, such as pulling stacking cups apart. They build on their coordination skills as they enthusiastically build towers alongside the childminder. Children receive endless praise and warmth during interactions, which helps to boosts their self-esteem.

p.2

The provision is good

The childminder links play to nursery rhymes at every opportunity. For example, as children bounce and rock on ride-on toys, she sings related songs. This motivates children further, which builds on their core strength as they practise moving backwards and forwards.

p.2

The provision is good

The childminder consistently models good behaviour. She encourages young children to say 'please' and 'thank you' as she passes them toys, for example. Children listen to the childminder and willingly help with tasks such as tidying up the resources. They behave very well in her nurturing care.

p.2

need to do better?

n The childminder has a secure understanding of how children learn. She uses her knowledge to plan learning experiences that help children build on their skills and ongoing development. For example, toddlers show high levels of perseverance. They turn shapes around in their hands until they successfully slot them through the correct holes. This supports their ability to use their fingers to grasp and manipulate small objects. n The childminder develops children's speech and language skills well. For instance, as toddlers explore sensory materials, she models words clearly to help them understand and describe how the different materials feel. The childminder listens carefully as children interact and engage in their play. She repeats phrases to help them begin to put short sentences together. n The childminder provides a variety of activities and resources to support children's knowledge of the wider world. However, children's own languages and

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need to do better?

traditions are not wholly celebrated and shared. This does not help children to fully value, explore and consider similarities and differences other than their own. n The childminder promotes children's health and well-being effectively. For example, as children eat their fruit at snack time, she talks to them about the

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need to do better?

24 November 2022 benefits of eating nutritious food. Children learn about oral hygiene and pretend to feed and brush their baby's teeth as part of role play. They enjoy being physically active and thoroughly enjoy games which develop their large-muscle movements, such as kicking and throwing soft balls. This helps children to develop strong and healthy bodies. n The childminder gathers information from parents on children's abilities, likes and dislikes right from the start. Consequently, their children settle quickly, which allows parents to confidently leave them in the childminder's care. The childminder keeps parents well informed about what she wants children to learn next. This means they can also support children's ongoing development at home. Parents make positive comments about the care their children receive. n The childminder is devoted to the children and speaks passionately about her role. She works very hard to maintain quality and to develop her own practice.

p.2

need to do better?

The childminder attends regular training and implements her new skills to improve outcomes for the children. For instance, she is currently completing a healthy eating award and is sharing her new knowledge with parents, to help them support children's health and well-being even further at home. n Children benefit from regular trips in the local community. For example, the childminder takes them on outings to local woods where they have opportunities to build on their understanding of the natural world. Children learn about personal safety as they build dens and climb over logs and fallen trees.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of child protection and has a broad and secure knowledge of safeguarding matters. She is meticulous about keeping her mandatory training up to date so that she knows about any changes in legislation. The childminder knows the signs that might lead to a concern about a child's welfare and can talk with confidence about what she would do in a range of scenarios. The childminder supervises children well. She carries out daily checks to ensure the setting is safe and secure.

p.3

should:

n provide children with further opportunities to share their home languages and traditions with others, to help all children value and celebrate differences and cultural experiences other than their own.

p.3

Setting details

Unique reference number EY483079 Local authority Southampton Inspection number 10236540 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 4 Number of children on roll 3 Date of previous inspection 7 February 2017

p.4

Information about this early years setting

The childminder registered in 2014. She lives in Lordswood, Southampton, Hampshire. The childminder provides care for children Monday, Wednesday, Thursday and Friday, from 8am to 4.30pm, all year round. She holds a relevant home-based childcare qualification.

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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 provider and has taken that into account in her evaluation of the setting. n The inspector observed interactions between the childminder and the children and reviewed the impact on the children's learning. n The childminder and the inspector took part in a joint observation of children engaged in an activity. They discussed what the intention was and the quality of teaching and learning. n The childminder spoke to the inspector, as part of the learning walk, about the intentions for children's learning. n Parents' written views were taken account of by the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 November 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

24 November 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

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