Wilson, Charmaine

Overall effectiveness Outstanding

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

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The provision is outstanding

Young children frequently make vocal attempts to express their thoughts and feelings. They follow conversations avidly, and respond to questions and comments with a variety of sounds that approximate words. The childminder carefully and consistently models expressive language when interacting with the children. As a result, very young toddlers quickly develop their spoken language in this communication-rich setting.

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The provision is outstanding

Children show high levels of curiosity in response to the questions the childminder asks. For instance, children bang, shake and tap musical instruments that the childminder holds up for exploration. Children's behaviour is excellent on trips as a result of the childminder's supportive guidance. Toddlers walk with confidence and purpose, and are supported to examine flowers, leaves and sticks. Young children learn how to spot any hazards on the streets and look carefully ahead of them as they walk.

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The provision is outstanding

Children show that they feel safe with the childminder. They listen intently to what she says, ready for the next piece of information that might help them. For example, they try even harder to puff away a dandelion head after the childminder explains how dew has weighed down the feathery seeds. Children plant and grow tomatoes near prickly gooseberries, which they know can only be picked by an adult.

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need to do better?

n The childminder has designed a well-sequenced and fully embedded curriculum with a strong focus on language and communication. She continually models new and varied language that questions, comments on and responds to what children are doing. Children with emerging language demonstrate early conversational skills, even before they have learned to speak. Very young children enjoy holding 'conversations', smiling, nodding and babbling in response to what the childminder is saying. The childminder increases the range and depth of the language she uses as children develop. As a result, children make exceptional progress in their communication skills, preparing them well for their future move to school. n The childminder carefully advances children's early reading and writing skills. She supports them to develop early awareness of initial sounds, and encourages their interest in words and books. She sequences literacy activities so that new

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need to do better?

skills are built on what children already know. Younger children develop their initial mark-making skills with both hands, while older children are taught to use a greater range of 'describing words' to develop their vocabulary. This further supports their readiness for school.

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need to do better?

7 May 2024 n The childminder has developed an exemplary programme of monitoring and assessment. When children start, the childminder conducts baseline assessments to understand what they already know and can do. Over time, the childminder makes regular observations across all areas of learning. These observations note progress but also detail areas for development, and are included in termly reports to parents. This ongoing assessment, alongside the progress check at age two, offers a highly detailed insight into children's development. The information is also shared with relevant professionals, enabling them to make informed decisions about the next steps for children's attainment. n There is excellent collaboration between the childminder and parents, from the time children start at the setting. Parents say the childminder expertly cares for their children. Parents especially benefit from the childminder's detailed daily

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need to do better?

feedback. Parents comment that the childminder offers exciting experiences that inspire their own choice of activities at home. Parents also say that as a result of her excellent feedback, they are able to have meaningful conversations with their children about their day. n The childminder creatively explores healthy eating with the children, using a highly effective sensory approach. Children eagerly snack on watermelon as the childminder voices great delight in the taste, smell and texture of the fruit. She introduces words such as 'prod' and 'poke', and comments on the juice dribbling down her hands. Children follow, pushing their fingers into the watermelon's thick, red flesh. Beautifully modelled sensory experiences, such as these, actively support children to develop positive associations with healthy food.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

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Setting details

Unique reference number 131515 Local authority Southampton Inspection number 10335638 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 0 Date of previous inspection 22 June 2018

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Information about this early years setting

The childminder registered in 1989. She lives in the Lordswood area of Southampton, in Hampshire. The childminder works Monday to Friday from 7.30am to 5.30pm, for most of the year. The childminder has 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 curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Parents shared their views of the setting with the inspector.

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Inspection activities

7 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

7 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

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