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 Not applicable

p.1

The provision is good

The childminder greets the children and parents warmly on arrival. She finds out about how the children are, so that she can prepare for the day ahead.

p.2

The provision is good

Children know the routine. They take off their shoes and coats and place them on the rack. Children excitedly join their friends and the assistants waiting for them in the front room. The childminder puts on the music and the children join in the 'warm up' session. Children show their familiarity with the words and join in the actions. This helps to promote their sense of security and well-being.

p.2

The provision is good

The childminder plans a broad curriculum for the children. She differentiates her teaching to accommodate the children's ages. For example, during a role-play activity she helps children to develop their mathematical skills and awareness. With encouragement, younger children excitedly try to identify a fifty pence piece by shape. Older children receive greater challenge as they make up the amount of fifty pence using different coins. Children are keen to share their new found knowledge and take their toy money to an assistant to purchase their goods.

p.2

The provision is good

Children develop good social skills. The childminder and her assistants support them well to understand the behaviour that is expected. For example, children learn to share, take turns and collaborate as they play.

p.2

need to do better?

n The childminder is enthusiastic and passionate about her role. She undertakes training to ensure she remains knowledgeable. For example, she has recently attended training to learn about how to enhance the early years environment. She has a confident knowledge as a result of this training. n The childminder works with two assistants. She ensures they access basic training, such as first aid and safeguarding. She also shares information from training she has completed. However, supervision sessions do not always precisely focus on their professional knowledge to continue to develop their skills and understanding. n The childminder deploys her assistants well. She directs them to support younger children who need more assistance with creative activities. This helps to ensure she meets the needs of all children who attend. n The childminder builds on what children know and can do. She assesses their development when they start with her, and uses this as a baseline. The

p.2

need to do better?

childminder regularly observes children. She uses this information to plan appropriate next steps in their development. All children make good progress from their starting points. n The childminder has formed very good relationships with the pre-school that

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need to do better?

30 October 2024 children attend. They share the children's targets with each other. This enables them to focus on the same areas of development, but in different contexts. For example, when focusing on numbers, the childminder uses the trips and outings they do to look for these on buses and buildings. She also works closely with the local infant school. She is aware of what the children need to be able to do, which includes being able to open and close lunch boxes. Therefore, she has introduced activities to be able to practise this skill. This helps to promote shared learning and a smooth transition to the children's next stage of education. n The childminder promotes personal hygiene well. During the COVID-19 pandemic, she made changes to the bathroom. She has introduced practical measures to minimise the risk of cross infection. Children understand the importance of washing their hands before snack and after using the toilet. They

p.2

need to do better?

talk about how the germs are 'yucky'. The childminder takes the children out regularly for walks and exercise. This helps children to understand the importance of healthy lifestyles. n Parents speak very highly of the childminder. They love the home-from-home environment she provides. The childminder communicates well with parents. She shares regular updates on the children's progress. The childminder gives ideas to help support the children's learning at home, such as ideas to promote their communication and language. This joined-up approach enables children to flourish in their learning and development.

p.3

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.

p.3

should:

n develop supervision arrangements for assistants to further support them to continually improve their teaching, knowledge and skills.

p.3

Setting details

Unique reference number 2688964 Local authority Southampton Inspection number 10260215 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 9 Number of children on roll 28 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in August 2022. She is based in Shirley, Southampton. She operates Monday to Thursday from 7.45am until 6pm all year round. The childminder provides funded care and early education for children aged from nine months up to four years. She holds a childcare qualification at level 3. The childminder works with two assistants, who also hold level 3 childcare qualifications.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector talked to assistants at appropriate times during the inspection and took account of their views. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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

30 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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