Childminder in Southampton

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and settled in the childminder's home. They choose their own toys and resources and are engrossed in activities as they play cooperatively and alongside each other. Children's settling-in sessions are tailored to their needs. For example, children are invited to a play session with their parents. This helps them to form strong relationships with the childminder, which are sensitive and respectful. Children feel confident and secure to approach the childminder and her team for comfort and cuddles.

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The provision requires improvement

Children behave well. They listen and follow simple instructions. Children learn how to manage their self-care. However, they do not benefit from a clean and hygienic environment in which to learn this. All children, including the youngest, have a go at dressing themselves. For example, they put their coat and shoes on before going outside to play, and they ask for help if they struggle. Children show pride in their achievements as the childminder and her team praise them. As a result, children learn to become independent and confident in their abilities. They develop a can-do attitude to learning.

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The provision requires improvement

Children are encouraged to be polite and respectful to each other. They are consistently reminded to say 'please' and 'thank you'. Children learn to share and take turns. For instance, while playing outside, children remind each other whose turn it is to drive the toy car.

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need to do better?

n The childminder supports children's learning and development well. Before children attend the setting, the childminder collects information from parents about their children's interests, likes and dislikes. The childminder uses this information to establish children's starting points and plans activities to extend and support their learning. For example, children's interests in farm animals are used to teach them about their habitat and to plan a trip to the farm. n The childminder and her team promote children's language. During activities and play, they introduce new words, such as 'scooping', and explain and demonstrate their meaning. They get down to children's level and ask them relevant questions. However, they do not consistently give children enough time to think and respond. This has an impact on children's communication and language development. n The childminder provides children with daily opportunities to be active and

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need to do better?

develop their gross motor skills. For example, children enjoy playing outdoors. They ride scooters and climb the small climbing frame. They go on regular outings to the local parks and visit a soft-play centre. Children become resilient as they learn to assess and take age-appropriate risks.

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need to do better?

17 January 2023 n Overall, the areas where children spend most of their time are generally clean. However, some areas of the premises, such as the bathroom, are not always sufficiently maintained to high standard to fully comply with health and hygiene requirements. n Children have access to a variety of books. They choose familiar books and stories for the childminder to read. As the childminder reads stories, she encourages children to predict and remember what happens next. As a result, children's literacy skills are supported effectively. n All children, including children with special educational needs and/or disabilities (SEND), are supported well and make good progress in their learning. The childminder identifies gaps in children's learning and plans effectively for children's next steps. She works closely with professionals to support children with SEND, which provides opportunities for all children to achieve their full

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need to do better?

potential. n The childminder keeps parents informed of their children's daily activities and their learning and development. She encourages them to support their children's learning at home by providing suggestions for activities and books to read together. Parents report that they are happy with the progress their children have made since attending. They find the childminder sensitive and approachable. n The childminder supports her co-childminder's and assistants' practice through peer observations and one-to-one discussions. She recognises training needs and plans to source these to improve practice and outcomes for children. For example, the childminder would like to develop her assistant's knowledge of how to support children with SEND. The childminder's assistant and co-childminder comment that they feel supported and that their well-being is looked after.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her team have a good understanding of their roles and responsibilities in keeping children safe from harm. They can recognise and identify the signs of abuse and neglect. The childminder and her team have good knowledge of all safeguarding aspects, including radicalisation, county lines and e- safety. They know what to do and who to contact if they have a concern about a child or an adult, including colleagues and adults who live in the household. The childminder and her team have completed appropriate safeguarding training and hold valid paediatric first-aid certificates.

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Due date

17 January 2023 ensure that all areas of the premises are clean and suitable for use, with particular reference to the bathroom. 06/02/2023

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should:

n build on questioning skills and allow children enough time to process and express their thoughts.

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Setting details

Unique reference number EY434381 Local authority Southampton Inspection number 10228592 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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inspection

Total number of places 6 Number of children on roll 20 Date of previous inspection 19 January 2017

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Information about this early years setting

The childminder registered in 2011 and lives in Southampton, Hampshire. She works with her husband, who is also a registered childminder, and has two assistants who are available to work if needed. The childminder and one of her assistants hold early years qualifications at level 3. The childminder operates all year round from 7.15am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children.

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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 setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants the children to learn. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector carried out a joint observation with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

17 January 2023 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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