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 Good

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The provision is good

Children benefit from the safe, secure and happy environment the childminder creates. Relationships between children and the childminder are strong, which supports younger children to settle happily. Older children learn how to play cooperatively with their friends, as the childminder focuses strongly on supporting this area of their social development. For example, children learn to take turns in pushing the pump to shoot the rocket into the air. They recognise that each person will have a turn and wait patiently for theirs. Overall, children understand what is expected of them and behave well.

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The provision is good

The childminder plans a broad and interesting curriculum for children. This helps to motivate children to learn and prepares older children for future learning, including school, well. Children in receipt of additional funding and those with special educational needs and/or disabilities (SEND) make good progress from their starting points. When children need extra help with their communication skills, the childminder quickly identifies how she can support this area, to ensure that any gaps in their learning are closed quickly. Children enjoy a variety of activities to broaden their understanding of the natural world. For instance, they learn how to plant seeds, tend vegetables and herbs and harvest them.

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need to do better?

n Children benefit from a warm and welcoming environment in which to play and learn. Children are confident and develop good levels of self-esteem through the childminder's focus on their well-being. The childminder teaches children about behaviour expectations. She uses a calm and consistent approach, patiently persevering with her explanations. She helps younger children to manage their emotions and share resources. Where children need additional support, she perceptively helps them to begin to appreciate the needs of others. This helps children to learn to respect and value the differing needs of themselves and their friends. n The childminder supports children's communication and language skills well. Babies babble and copy the childminder's speech. She repeats these back to the babies, adjusting the pronunciation to help them improve their language further. She asks older children questions as they play and skilfully weaves new

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need to do better?

language into their conversations. For instance, children learn about cross-head screwdrivers because the childminder talks about the names of different tools as children take part in a role-play activity. n Teaching is good. The childminder understands what she wants children to learn and provides a wealth of activities, which are used to inspire children to play and learn. Children become absorbed in activities that interest them. For instance, as they add heavier and lighter toys, they explore how the scales move. However,

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need to do better?

26 June 2023 at times, the childminder does not adapt or tailor activities fully to support the differing ages and abilities of children, to maximise learning. n The childminder takes a proactive approach to developing her provision, which has a positive impact on the children in her care. For instance, changes to the outside space support children to develop their physical coordination skills and support their enjoyment of active play. The childminder is reflective about her practice and continues to build on her own professional development to help to enhance children's experiences. The childminder acquires skills through training to gain a deep understanding of children's needs, particularly children with SEND. This has helped all children to make progress with their communication and language skills, enabling them to share their wants, needs and wishes. n Parents speak highly of the childminder and the support she offers to their

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need to do better?

children and families. Opportunities to share information about daily activities and children's progress are used regularly by the childminder to keep parents up to date with children's development. Parents say that the childminder offers advice and support, such as when younger babies are being weaned and are trying new foods. However, although partnerships with other early years settings children attend are established, these are yet to foster a two-way sharing of information, to ensure that the experiences offered complement those that children receive elsewhere.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding. She regularly updates her knowledge and discusses the signs that would give her cause for concern about a child's safety. The childminder understands local issues that may have an impact on the children in her care. She understands how promoting British values can help to prevent children from being radicalised. The childminder knows how to record, report and escalate welfare concerns that she may have, to promote children's physical well-being. The childminder maintains a safe environment for children. She completes regular checks in her home, garden and on outings to keep children safe.

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should:

n enhance adult-led activities to tailor teaching and support for the differing ages and needs of the children involved n develop closer partnership working with all other early years settings children attend to promote further continuity in learning.

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Setting details

Unique reference number EY387648 Local authority Southampton Inspection number 10285422 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 9 Date of previous inspection 5 October 2017

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Information about this early years setting

The childminder registered in 2008 and lives in Sholing, Southampton. The childminder provides care for children Monday to Friday, from 7am to 5pm, for most of the year. The childminder holds an early years qualification at level 3.

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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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Parents share their views of the setting with the inspector. 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.

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Inspection activities

26 June 2023 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

26 June 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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