Childminder in Southampton

Overall effectiveness Good

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

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The provision is good

Children are cheerful, confident and settled in the childminder's care. She creates a warm and homely environment where they play happily. Children are keen learners. They move around freely in the learning space and choose from a range of resources that interest them. For example, children help the childminder to pour bubble mix into a bubble machine. They laugh as they chase the bubbles around, clapping their hands together to catch them. The childminder thanks children for helping her, causing them to smile.

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The provision is good

Children listen attentively to the childminder and enjoy stories and songs. They are self-motivated and active learners. Children access a variety of resources and experiences that enhance their development. For example, they use props, such as caterpillars to retell a favourite story. The childminder is an excellent role model and children demonstrate exemplary behaviour. For example, they work beautifully together to tidy away the high-quality resources, thanking each other as they do so. Children speak to one another with kindness and respect.

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The provision is good

The childminder places a high importance on children having the opportunity to explore the outdoor environment. Children have many opportunities to learn about the wider world. They visit a local country park and enjoy searching for insects and bugs with magnifying glasses. Children excitedly talk about some recent pictures taken in bluebell woods. The childminder has high expectations for all children.

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need to do better?

n The childminder is passionate about providing good quality care to children. She seeks out training opportunities to support her knowledge of children's development. For example, she has attended recent training on how to support children to eat healthily. This helps her provide children with examples of the importance of healthy eating. n Children have many opportunities to learn about the world around them. They show excitement as they spot a plane flying over the garden. Children display good imagination skills as they think about where the plane may be flying to. The childminder asks children whether they have been on a plane before. Children talk of family members who live in different countries, smiling as they recall their stories. n The childminder introduces children to counting and mathematical language as they play. She encourages children to sort coloured bricks into their matching- coloured groups. Children work together to group them. They are extremely

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need to do better?

patient and polite as they take turns and pass each other bricks. The childminder encourages children to count the bricks and place them into matching coloured piles. Children show determination and perseverance as they achieve the desired

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need to do better?

1 May 2024 outcome. The childminder helps children to build their early mathematical skills. n Children benefit from a stimulating and balanced curriculum. The childminder helps children to develop their imagination and creativity alongside the development of their large physical skills. For instance, they explore as they make a road out of foam squares. They carefully ride a bike along the road, being careful not to fall off. The childminder skilfully knows when to step in to extend children's enjoyment. For instance, she suggests different ways to move the squares. Children appreciate the childminder's suggestions. The children and the childminder laugh together, demonstrating good relationships. n The childminder encourages children's speech by introducing new words. For example, as children listen to a story about a caterpillar, she talks of how it will turn into a 'cocoon'. Children listen and join in enthusiastically. They know the

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need to do better?

story well and talk about what they can see in the pictures. The childminder asks children targeted questions such as, 'which foods are healthy?' However, in her eagerness to teach children new ideas, she does not always give children enough time to consider an answer and respond. This does not fully support the development of children's emerging language skills. n The childminder builds strong partnerships with parents who talk about how their children are well looked after. Furthermore, parents talk of how the childminder is 'loving and dedicated'. She shares information with parents about what their children have been doing and their achievements during the day. The childminder gives parents ideas about how to promote children's development at home. This helps to reinforce learning carried out at the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen understanding of how to build further on children's emerging language skills.

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Setting details

Unique reference number 131342 Local authority Southampton Inspection number 10335191 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 8 Number of children on roll 8 Date of previous inspection 7 June 2018

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Information about this early years setting

The childminder registered in 2000 and lives in Southampton, Hampshire. She operates Monday to Thursday from 7am to 5pm, and some holidays. She provides funded early education for two-, three- and four-year-old children. She holds a relevant home-based childcare qualification.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic begun. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures they remain safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder showed the inspector key documentation. n Parents shared their views of the setting with the inspector via written testimonials.

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Inspection activities

1 May 2024 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

1 May 2024 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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