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 provides an environment that is warm, relaxed and inviting. Children arrive looking forward to a day of engaging activities that will help them to move their learning forward. For example, the childminder reads familiar stories with children of all ages, turning pages and talking about what they can see in the pictures. This supports their communication and language development and helps them to secure close friendships with other children.

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The provision is good

Children have a clear understanding of the behaviour expectations of the setting. They know when to listen to the childminder and can follow instructions. For example, the childminder claps out a rhythm that tells children that it is time to listen. Children repeat the sequence of claps in response, which teaches them that there is change coming, such as singing or time for a new activity. This helps ease children through daily transitions.

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The provision is good

The childminder works alongside a co-childminder. They work closely to support children and ensure that activities and experiences are inclusive and accessible to everyone. For example, the childminder uses beanbags as part of a counting and throwing activity with older children, and also invites younger, non-mobile children to explore the activity. This means all children feel part of the group, which gives them a sense of belonging.

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need to do better?

n The childminder encourages children to be physically active by providing experiences that are fun and engaging. For example, children are taught different yoga poses, such as 'downward dog' and 'frog pose'. This teaches children different ways to move their bodies and helps them to develop a love of being active. n Children are taught using a range of activities that are well planned and meet the needs of individual children. For example, children make fruit kebabs using different-sized pieces of fruit, which supports the development of fine motor skills. The childminder uses this time to talk to the children about colours, textures and how the different fruits are grown. This supports children to make healthy food choices. n The childminder provides a curriculum that is ambitious and well organised. Children's long-term targets are appropriate, however, there are times when smaller steps to move learning on are not clear. For example, a goal to improve

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need to do better?

communication and language is identified, however, a clear plan of how to reach this target is not provided. This means that subtle improvements are not always noticed and, therefore, sometimes missed. n Children are taught to be respectful and kind to each other. For example, the

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need to do better?

24 January 2025 childminder reminds children to use 'kind hands' or 'listening ears', and praises them using a thumbs up or saying 'well done'. This promotes a positive culture where everyone feels safe and secure. n The childminder teaches children different ways of managing their care. For example, she has conversations with children about washing hands before eating and explains the importance of getting rid of germs. Children spend time learning how to clean a large pair of pretend teeth with a big toothbrush. The childminder talks about the importance of brushing before bedtime, which helps children to develop healthy habits. n Parents share that they are extremely happy with the care their child receives from the childminder and feel well supported. They explain how their child enjoys coming to see the childminder and their friends, and that their child is making good progress in their learning. The childminder shares information with

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need to do better?

parents using a daily book and learning folder. This builds positive relationships with families and promotes consistent care. n The childminder has developed good relationships with members of their community, such as teachers and staff who work in the local supermarket. For example, children take shopping lists with them to buy cooking ingredients and speak to staff about what they plan to make. Children regularly go on outings, where the childminder teaches children about their local area. This means that children are developing their self-confidence and learning about the wider world. n The childminder understands the importance of keeping her knowledge up to date and works in partnership with her co-childminder and other organisations to identify any training that will improve her practice. For example, she has attended safeguarding training so that she is able to respond appropriately to any concerns. This means her practice is kept up to date and she is able to

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need to do better?

access appropriate training to meet her needs.

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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 Ensure that children's progress towards their learning outcomes is monitored closely so that improvements can be built effectively.

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Setting details

Unique reference number 131296 Local authority Southampton Inspection number 10376179 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 7 Date of previous inspection 21 May 2019

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Information about this early years setting

The childminder registered in 1998 and lives in Southampton. She works with her daughter, who is also a registered childminder. The childminder operates from 7am to 6pm, Monday to Friday, for most weeks of the year. She provides funded early education for children aged three and four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n The inspector carried out joint observations of a group activity with the childminder. n Parents shared their views of the setting with the inspector.

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Inspection activities

24 January 2025 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 January 2025 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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