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 are happy and settled. They have strong bonds with both the childminder and her assistant. Children enjoy including them in their games. For example, they eagerly invite the assistant childminder to join them in a 'sack race' as part of their sports day activities.

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The provision is good

The childminder and her assistant have high expectations for children's behaviour. This leads to children having a secure knowledge of the expectations of them. For example, children remind each other that they have to 'talk one-by-one and listen to each other'. Children listen to stories eagerly. They shout out their favourite phrases from 'We're going on a Bear Hunt' as they act out the actions.

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The provision is good

The curriculum builds on what children know and can do, and they make good progress in their learning and development. The childminder ensures that children have the skills they need for school before they start Reception. For example, she has instigated 'physical education (PE) lessons' for the older children. During these, children practise changing into and out of their PE clothes. They then take part in a range of games out in the garden. This gives children good opportunities to practise dressing and undressing and become increasingly independent in taking care of their own needs. These activities also allow children to be familiar with routines they will follow at school.

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need to do better?

n The childminder and her assistant are passionate and dedicated to the children in their care. They highly value continuous professional development and regularly attend courses to develop their knowledge further. For example, the assistant has recently attended mental health training as this was identified as a topic from which children and their families would benefit. n The childminder and her assistant have high expectations for children's progress and implement a challenging curriculum. They provide activities children enjoy and which reflect their interests. However, the learning intent for some activities is not focused as precisely as possible to extend children's learning further. n The childminder has a clear and ambitious vision to ensure she provides an inclusive service for all children. For example, she recognises the benefits of children experiencing different aspects of the community around them and so

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need to do better?

takes them on regular outings, such as to the beach and forest. Additionally, all children are welcomed and included in the daily routines, such as all eating dinner together. These experiences build children's social skills and help them develop the skills they need for learning. n Children with special educational needs and/or disabilities (SEND) make good progress and are well supported. The assistant childminder acts as the setting's

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need to do better?

28 June 2023 special educational needs coordinator. He has a strong knowledge of SEND and speaks knowledgeably about each child who needs additional support. The assistant and childminder work together to support parents and are highly accommodating and adaptable to ensure children's needs are being met. n The childminder has strong partnerships with the local schools. She uses this to support children's transition into school. The childminder ensures she shares information about the child. She takes information from the school and replicates this in her routines, where possible, to help prepare children. For example, the childminder gives those going to school whole apples for snack as that is how they will be given at school. n Children are keen to chat and share their thoughts, ideas and feelings. They are introduced to new words as they talk, such as 'oesophagus'. However, they do not consistently hear the correct pronunciation of words. This impacts on the

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need to do better?

progress children make with their language development. n There are good partnerships between parents and the childminder and her assistant. Parents think very highly of the provision. They explain that their children 'are happy and love coming' to the provision. Parents comment on the personalised care for each child. They explain how well they are supported with every aspect of their child's development. n The childminder and her assistant ensure that they regularly reflect and evaluate on their performance. They also discuss their well-being with each other and provide each other with a high level of support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure knowledge of safeguarding. They know the signs and symptoms that may indicate that a child is at risk from harm. The childminder and her assistant ensure they keep themselves up to date with changes to local safeguarding partnership processes with regular training. They support families to develop their knowledge of safeguarding. For example, they talk to parents about keeping children safe online and the risks involved with the internet. The childminder and her assistant ensure they do regular risk assessments and checks of the environment to ensure children's safety.

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should:

n strengthen understanding of the curriculum intent to ensure the aims for children's learning are focused more precisely n ensure children hear the correct pronunciation of words to help them make good progress with their communication skills.

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Setting details

Unique reference number EY473536 Local authority Southampton Inspection number 10285999 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 12 Date of previous inspection 27 October 2017

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Information about this early years setting

The childminder registered in 2014. She lives in the Thornhill area of Southampton, Hampshire. She operates all year round on Monday to Friday, except bank holidays and family holidays. She works with an assistant childminder. The childminder has completed a level 4 early years qualification.

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Inspection activities

n This was the first routine inspection the provider 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 their evaluation of the provider. n The childminder discussed her curriculum intentions with the inspector during the learning walk. n Parents shared their views with the inspector through written feedback provided to the childminder. n The inspector observed the childminder, her assistant and children throughout the day. n The inspector sampled relevant documents. n The childminder, her assistant and the inspector held discussions at appropriate moments.

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Inspection activities

28 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

28 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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