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 warmly greets the children and their parents. She finds out how the children have been, which helps her to prepare for the day. Children arrive happy and ready to learn as they enter the childminder's home to meet their friends. They demonstrate they are safe and secure as they confidently explore the variety of resources that is available to them.

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The provision is good

The childminder provides a broad curriculum that is based on the children's interests and developmental needs. She provides many opportunities for the children to practise their physical skills. For example, children throw beanbags into the box. They excitedly shout 'yes' when they hit the target. Children take part in music and movement sessions. They follow instructions, confidently swinging their arms like monkeys. Children pretend to be on safari, balancing on the stepping stones. This helps to develop their coordination.

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The provision is good

The childminder has high expectations for behaviour and deals with any minor altercations in a sensitive and natural way. Children play well together and show respect for their friends, toys and resources.

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need to do better?

n The childminder is enthusiastic in her role. She undertakes training to ensure that she remains knowledgeable. For example, she has recently undertaken additional safeguarding training and a local authority programme to support children's health and well-being. This ongoing commitment to further development helps to ensure that she is as knowledgeable as she can be to support the children in her care. n The childminder finds out what children know and can do before they start with her. She plans activities and outings to support children's learning and extend their knowledge and understanding of the local community. For example, she takes children on buses and trains to increase their experiences of different transport. This helps children understand the world around them. All children make progress from their starting points. n Children's communication skills are developed well. The childminder has

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need to do better?

undertaken much training with regard to this and implements effective strategies to support language skills. She introduces new vocabulary such as 'repel' as children play with the magnets. The childminder naturally weaves prepositions such as 'in-between' and 'inside' into children's play. n The childminder responds well to children's interests. She provides a range of activities to help their development. However, although she identifies she would like children to practise their writing skills, she does not always offer sufficient opportunities. This does not fully support children's growing understanding of

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need to do better?

21 February 2025 literacy. n The childminder chats freely during intimate care routines, such as nappy changing. This builds on children's sense of belonging and attachment. She reminds children to wash their hands before mealtimes and to blow their noses with tissues. The childminder provides fresh fruit snacks for the children. Overall, due to the childminder's approach, children begin to understand the importance of healthy lifestyles. n The childminder understands the importance of working with local schools. Teachers come to visit the children in the childminder's home. This helps to ensure smooth transitions when children move on to the next stage in their education. The childminder encourages children's independence from an early age. For example, children pour their own drinks and peel their fruit at snack time. n Children display positive attitudes towards learning, such as when they build with the magnetic blocks. They focus intently as they work out which triangle

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need to do better?

shapes they need to form the roof of the 'jail' for their dinosaur. The childminder provides lots of praise on their creativity. n The childminder forms good relationships with parents. They comment favourably on the care she provides. The childminder gives daily updates on children's development. She suggests ideas to support children's learning at home and when out and about. For example, the childminder provides 'shopping lists' so that children can be involved in trips to the shop. Children benefit from this joined-up approach to their care and flourish in their learning and development.

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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 support for children's emerging interest in early writing.

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Setting details

Unique reference number EY542337 Local authority Southampton Inspection number 10372558 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 25 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Southampton. She operates on Monday, Wednesday, Thursday and Friday, from 7.30am to 6pm, for most of the year. The childminder holds an early years qualification at level 3. She provides funded early education for children aged two, three and four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 February 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

21 February 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

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

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