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 feel settled and relaxed when they are with the childminder. There is a wide range of activities and experiences that is available to extend children's learning, and the childminder includes children in making choices about how they spend their time. For example, children ask the childminder if they can visit the local park, so they all pack away and walk there together.

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The provision is good

Children are taught about their emotions and to recognise how they feel and how to manage their feelings. For example, children are taught to practise 'hot chocolate breathing'. This helps the children to calm themselves and take a moment to reset.

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The provision is good

Children are familiar with the behaviour expectations of the setting and are supported to understand how their actions impact their friends and other people. They talk to their friends in a respectful and caring manner, and the childminder praises them for being kind and patient. Children respond well to the affirmation of the week. For example, the childminder reminds children that they are brave when they try something challenging for the first time, such as climbing up a slide at the park.

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need to do better?

n Children are excited to join in with activities and experiences that are on offer, which challenge them and engage them in learning. The childminder uses her knowledge of children's interests well to promote a range of skills, including communication and language. For example, children spend time looking through a basket of photos. This encourages conversations and helps children talk about their memories and the friends who have moved on to school. n The childminder has an ambitious curriculum for all and knows each child's current abilities and how to challenge them appropriately. She can identify what she wants children to learn next and plans activities to support this. However, sometimes the next steps she identifies are quite broad and so do not help her focus as precisely as possible on moving children forward in their learning. n Children have a positive attitude to learning and speak politely to their friends

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need to do better?

and the childminder. They clap themselves and respond well when the childminder gives a 'high five' for completing a task or achieving something new. This helps children to feel important and gives them a sense of belonging. n The childminder has developed a positive and respectful culture where children feel safe and ready to learn. Parents are happy with the care their children receive and are pleased with the progress their children have made since starting with the childminder. Partnerships with parents are effective, and this communication supports children's learning both in the setting and at home.

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need to do better?

9 August 2024 n Children are encouraged to practise everyday skills that encourage their independence. The childminder supports children to have a go at putting their shoes on and pulling their trousers up after a nappy change. This has a positive impact on their confidence and self-esteem. n The childminder uses a gentle approach to encourage children to try a new activity and keep trying if they do not succeed at something on the first attempt. For example, children are encouraged to find the wooden person with their name on at circle time. The childminder encourages children to keep looking if they cannot find it straight away. This help to build children's resilience and confidence. n The childminder is proactive at making sure her knowledge stays up to date, and she spends time researching new topics that she feels would support her practice. She has developed effective relationships with other local childminders

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need to do better?

and the local authority and uses these networks to share ideas, gather information and gain advice where needed. n Children grow fruit and vegetables in the garden with the childminder. They use the space that is available to grow a range of food, and this links in well with the childminder's love of nature that she shares with the children. For example, children point to the spring onions and comment, 'I grew that!' This brings them a sense of achievement and pride. n The childminder has a good understanding of what she does well and also the areas she has identified for improvement. She has a clear plan to strengthen what she offers in the future and is realistic about the timing of these changes to ensure that children benefit from a curriculum that is ambitious and effective.

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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 planning to focus more precisely on clear and concise next steps for children's learning.

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Setting details

Unique reference number EY537480 Local authority Southampton Inspection number 10355070 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 5 Number of children on roll 11 Date of previous inspection 15 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Southampton, Hampshire. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holiday and family holidays.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale of the curriculum. n The inspector observed the interactions between the childminder and the children. n Children spoke to the inspector during the inspection. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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.

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Inspection activities

9 August 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

9 August 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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