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 Requires improvement

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The provision is good

Children thoroughly enjoy their time at the setting. They form secure relationships with the childminder, co-minder and their assistant, who are kind, nurturing and responsive. Children demonstrate that they feel safe and secure. For instance, they giggle as they share jokes with the adults and seek cuddles and reassurance when they need it. The childminder encourages children to help each other as they learn to be independent. For example, older children help younger children to dispense soap when washing their hands. This helps them to develop new skills and meaningful friendships with their peers.

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The provision is good

The childminder introduces children to new concepts through regular discussion and questioning. For instance, older children learn simple fractions as they cut fruit in 'half' and slice banana into 'equal' pieces. The childminder uses instructions as an opportunity to test what children already know. For example, children practise counting as they place a specific number of fruit slices into bowls. This helps children to develop a secure foundation to support future learning.

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The provision is good

Children develop positive attitudes towards their learning. They follow the rules with ease and concentrate intently on activities that capture their interest. The childminder asks children questions that promote their critical thinking. For example, when a cookie cutter breaks during a play dough activity, the childminder brings this to the children's attention. Together, they explore the properties of materials such as metal. The childminder encourages children to consider how they might repair the cutter and what they could use. This helps to develop children's curiosity and problem-solving skills.

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need to do better?

n The childminder, co-minder and their assistant have high expectations for children's learning. Together, they create an ambitious curriculum that successfully builds on what children already know and prioritises what children need to learn next. The childminder, co-minder and assistant engage in regular supervision that promotes the continuous development of the setting. This includes identifying professional development opportunities that build on their individual strengths. Children, including those with special educational needs and/or disabilities, make good progress as a result. n Overall, the childminder supports children to be effective communicators. They model language well as they commentate on children's play, repeating any mispronounced words correctly. The childminder and co-minder speak clearly and introduce new vocabulary regularly. However, on occasion, they do not consistently adapt their language for those who are at an earlier stage in their

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need to do better?

communication development. For example, during a play dough activity, adults

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need to do better?

12 December 2023 can overload younger children with information. This can limit their opportunities to process and respond. This means that some children have more opportunities to develop their speech than others. n Children have lots of opportunities to develop their physical skills, both indoors and outdoors. For example, children strengthen their hand muscles as they squeeze, roll and pound play dough to form shapes. Children develop stamina and learn to navigate different terrain during outings, as they explore local forests and splash in streams. This helps children to develop the skills they will need for future writing. n Children develop good levels of independence during their time at the setting. This helps to prepare them well for their eventual move to school. For example, during lunchtime, the childminder supports children as they learn to open packets, demonstrating and providing encouragement for children to persist in

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need to do better?

tasks they find difficult. Children work in collaboration as they use brooms, dustpans, and cloths to sweep the floors and wipe down tables after lunch. The childminder and co-minder provide meaningful praise for children's efforts. This helps children to feel proud of their contributions. n The childminder provides children with the knowledge and skills they will need to keep themselves safe and healthy. For instance, the childminder involves children in food preparation. They discuss why washing hands is important in reducing the risk of cross-contamination. Children handle knives with care as they slice fruit. The childminder uses demonstration to teach children the skills they need to cut food safely, such as slicing in the opposite direction to their bodies. Children have access to an environment that is clean, safe and hygienic. n The childminder and co-minder work in partnership with parents, creating

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need to do better?

consistency for children. For example, parents receive regular updates on their children's progress through their online platform and daily face-to-face communication. Parents speak highly of the care their children receive and the progress children make during their time at the setting. This includes developing socialisation and independence skills.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder, co-minder and their assistant are committed to keeping children safe from potential harm. They update their safeguarding knowledge regularly and have a good understanding of their roles and responsibilities in ensuring children's welfare. The childminder and their co-minder demonstrate secure understanding of the signs and symptoms that may indicate a child welfare concern. This includes when children are at risk of physical abuse or county lines. Furthermore, the childminder and co-minder understand the procedures to follow should they have safeguarding concerns. This helps to keep children safe from potential harm. The childminder and their co-minder provide a secure environment in which children feel safe.

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should:

n provide children with quality interactions that consistently promote and support children's developing language skills, particularly those who are at an early stage in their language development.

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Setting details

Unique reference number EY472418 Local authority Southampton Inspection number 10277714 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 17 January 2023

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Information about this early years setting

The childminder registered in 2014 and lives in Southampton, Hampshire. He works with his wife, who is also a registered childminder, and has two assistants who are available to work if needed. Two members of the team hold early years qualifications at level 3. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday. He provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector carried out a learning walk with the childminder, discussing the curriculum they provides for the children. n The inspector carried out observations of the childminder interacting and communicating with the children. n The inspector spoke to children, the childminder and parents at convenient times and took account of their views.

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Inspection activities

12 December 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

12 December 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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