Koukoulis, Susanna

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

p.1

The provision is good

Children thoroughly enjoy their time with the enthusiastic childminder and her assistant. They form affectionate bonds with both adults. Children often approach them for hugs, which are gratefully received. Children love to initiate play situations and make up interesting fun games with the childminder. The childminder comments that children also play these games at home with their family members. For example, they crawl underneath the bridge the childminder makes with her body and giggle as they do it. Children settle down quickly, feel safe and comfortable and show a strong sense of belonging.

p.2

The provision is good

Children develop a great love for music. The childminder often sings songs related to what they learn throughout the day. For instance, children explore resources related to features of London and find a picture of a double-decker bus. They join in with singing a song about a bus, remembering all the verses and actions well. This helps to support children's growing vocabulary.

p.2

The provision is good

The childminder and her assistant have high expectations of children's behaviour. They know them well and give consistent messages to help them understand the rules and boundaries. Children show high levels of engagement for extended periods of time, as activities organised by the childminder spark their interests and imaginations.

p.2

need to do better?

n The experienced childminder has a secure understanding of the strengths and priorities for improvement in her provision. She is committed to providing her assistants with the knowledge and needed to equip them for their role. For example, their practice is monitored and improved through constructive feedback given by the childminder. n The childminder and her assistant use many opportunities to check what children remember. They initiate conversations with children and link ideas to their home experiences. For instance, children's comments and questions about the childminder's pet dog lead to a two-way conversation about their own pets at home. The childminder effectively uses such opportunities to extend children's knowledge. Children are given ample time to formulate their answers and recall appropriate details. In this way, children's communication and language skills are successfully supported.

p.2

need to do better?

n The childminder enhances children's enthusiasm, knowledge and skills during dedicated music sessions. For example, children use sticks to provide rhythm and know these are called 'claves'. They learn to tap them together to the beat of fast and slow music. Children also learn to count the beats and use the claves imaginatively as props, such as oars when singing a song about a boat.

p.2

need to do better?

27 April 2023 n Children develop good social skills. They are provided with many opportunities to meet new people and make friends with children, such as those from toddler groups they visit. Children talk about their friends from these groups. Additionally, they visit local places of interest, such as the park and woods. Children practise climbing and balancing at the park and show growing proficiency in these skills. n The childminder and her assistant have a good understanding of how young children learn and develop. They gather information from parents to help find out what children already know and can do. The childminder and her assistant fully recognise the importance of regularly assessing children's learning to swiftly identify any emerging gaps in their development. They work together to offer targeted support to help these children catch up. However, at times, the childminder plans and sets up activities which are too complicated for the

p.2

need to do better?

children's current abilities. This means the learning intention for some children is sometimes not achieved. n Overall, children benefit from quality interactions to support progress. For example, children love to explore stick puppets related to the royal family. They are encouraged to match these puppets to the pictures in story books, such as a crown. However, on occasion, during group activities with mixed abilities, the most able children's learning is not fully extended. n Parents speak positively about the care their children receive and the range of activities the childminder provides. They say their children are always very happy to attend. They come out every day with a huge grin, telling their parents what they have been doing. Parents are impressed with their children's good progress since starting with the childminder, particularly in their confidence and speech.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a secure knowledge of the potential signs that may indicate a child is at risk of harm. These include issues related to the exposure of extreme views and behaviours. The childminder has good procedures in place to report any concerns that may indicate a child is at risk of abuse. She and her assistant complete safeguarding training to help them keep their knowledge up to date. The childminder carries out thorough risk assessments. She is fully aware of the importance of constant supervision and being vigilant to ensure that children's safety and welfare are always maintained.

p.3

should:

n strengthen planning to provide a clear intent that matches children's individual

p.3

should:

27 April 2023 stages of development more accurately n ensure that interactions consistently challenge the most able children to make the best possible progress.

p.3

Setting details

Unique reference number EY382739 Local authority Hampshire Inspection number 10280306 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 14 Date of previous inspection 16 August 2017

p.5

Information about this early years setting

The childminder registered in 2008 and lives in the Lordswood area in Southampton, Hampshire. She provides care from Monday to Friday, from 7.30am to 6pm, including before and after school, for 47 weeks a year. The childminder employs a total of three assistants. The childminder holds an early years qualification at level 3. She accepts funding to provide free early education for children aged two, three and four years.

p.5

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 childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder, her assistant and children. n The childminder and the inspector carried out a joint observation during an activity. 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.

p.6

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

27 April 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

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