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

The childminder's dedication to providing a high-quality, inclusive environment that ensures that all children feel valued and supported is evident. Children quickly form secure and trusting relationships with the childminder and her multilingual staff team. Children benefit from strong, adult role models and a provision that very successfully reflects their cultural identity.

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The provision is good

The majority of children speak more than one language at home. The childminder and her assistants offer strong support for children learning English as an additional language (EAL). The team use their diverse language skills to communicate with children in both their home languages and English. Children who speak EAL make strong progress and quickly become confident communicators.

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The provision is good

The childminder has high expectations for children's behaviour. Children readily tidy away resources and display good manners. Children are encouraged to express themselves, share and take turns with the support of staff, who communicate instructions in children's home languages if needed. Children's emotional well-being is given high priority, and they show high levels of self-esteem and a readiness to learn.

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The provision is good

The childminder plans engaging and age-appropriate activities based on what children want to know more about. She makes learning both accessible and memorable. Children eagerly race around the garden, searching for 'dinosaur eggs'. They persevere with small hammers as they excavate the 'fossils' from the 'eggs'. Children show an impressive knowledge of dinosaur names as they take on the role of amateur palaeontologists.

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need to do better?

n The childminder has high aspirations for all children. She provides a well- planned, sequenced curriculum that supports children to progress swiftly. However, although the childminder plans individual next steps for children's learning, these are sometimes too broad. On occasion, support for children is not precise enough to fully support them to make the best possible progress in their learning and development. n The childminder effectively supports children with EAL, using well-placed strategies that build language skills and boost confidence. The childminder and her assistants seamlessly incorporate familiar phrases, songs and stories from children's home languages alongside English. They introduce new vocabulary successfully through engaging activities, helping children develop language skills in a fun and supportive way. n Children show enthusiasm and engagement, which is encouraged by the

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need to do better?

24 October 2024 childminder's attentive and supportive approach. She creates memorable rhymes to support children's understanding of keeping themselves safe. For example, children eagerly chant a road safety song, showing that they know to 'stop, look and listen' before crossing the road. The childminder integrates early literacy and numeracy spontaneously into play activities. This provides a strong foundation for future learning. n The childminder provides nutritious meals and snacks that are prepared by a qualified chef and tailored to meet children's dietary needs. Children show high levels of independence at mealtimes. They expertly use cutlery and pour their own drinks. The childminder deploys her staff effectively to ensure children's safety at mealtimes. n The childminder ensures that children have good opportunities to learn about healthy lifestyles, including taking special trips to the seaside and engaging in

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need to do better?

energetic play at local parks. The childminder encourages children to be independent, such as by tidying up or choosing their own activities. Children benefit from frequent cuddles and individual attention that supports their emotional well-being very successfully. n The childminder builds strong partnerships with parents. They receive regular, detailed communication about their child's progress and are actively involved in their child's learning journey. For example, the childminder works closely with parents of children who speak EAL, inviting them to share cultural traditions, which enhances children's sense of identity and belonging. Parents report feeling well supported and highly value the childminder's commitment to their child's well-being. n The childminder is committed to her professional development. She actively seeks feedback from the local authority and parents to drive further improvements. Funding is used to enrich children's experiences, including

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need to do better?

organised trips to the theatre and local attractions that broaden children's cultural and social understanding. The childminder actively supports the professional development of her assistants through the provision of training and the opportunity to gain recognised qualifications.

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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 interactions to focus more precisely on specific learning intentions to help children build on their knowledge and skills.

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Setting details

Unique reference number EY493081 Local authority Southampton Inspection number 10355026 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 18 Number of children on roll 32 Date of previous inspection 14 November 2018

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Information about this early years setting

The childminder registered in 2015. She lives in Shirley, Southampton. The setting is open all year round, from 7am to 6pm. Funding is provided for early years education for children aged nine months to four years. The childminder employs three assistants. The childminder holds a level five qualification and her assistants hold qualified teacher status and a level 2 qualification.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on supporting children who speak English as an additional language. 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. n The inspector observed the interactions between the childminder, the assistants and the children. n The inspector spoke to children to find out about their time at the setting. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the written views of parents.

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Inspection activities

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

24 October 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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