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

p.1

The provision is good

The childminder has created a friendly and welcoming environment where children enjoy spending time with their friends. Conversations that take place are relaxed and engaging. For example, the childminder helps children to recall their visit to the dentist and uses this experience to talk about the importance of brushing teeth. This supports children to develop their communication and language using topics that are familiar to them.

p.2

The provision is good

Children have a good understanding of the behaviour expectations of the setting. The childminder has a gentle and patient manner, which they respond well to if they need encouragement to finish a task or decide what to play with. Children are praised for showing kindness to each other, such as sharing a toy or packing away with their friends. This helps to build positive relationships and teaches children a sense of empathy.

p.2

The provision is good

The childminder engages children using a range of experiences that are based on their interests. For example, she uses children's love of food to make pretend dinner with pasta and lentils. This provides opportunities to develop fine motor skills in preparation for early writing, for example, by carefully scooping and pouring using bowls, colanders and cups.

p.2

need to do better?

n The childminder provides an ambitious curriculum for all children that is well balanced and gives children good cultural capital. The childminder regularly asks questions to check children's understanding. Children are included in deciding what activities take place, and the childminder listens carefully to their feedback in a respectful and patient manner. This helps children to feel important and gives them a sense of belonging. n The childminder knows the children in her care well. She is able to identify starting points for learning. However, she is not fully consistent in making a clear plan using smaller steps to move children's learning towards a larger goal. At times, it is not clear precisely what she wants children to learn next so that the right support is consistently offered at the right time. n Children learn about the world around them, which helps them to make sense of their community. For example, the childminder regularly takes children on

p.2

need to do better?

outings to the park, toy library and farm. These provide opportunities for fresh air and exercise, while introducing new topics for discussion. n The childminder provides a rich vocabulary for all children that encourages them to recall familiar experiences to support their learning. She introduces new words to explore in a relaxed and natural way, which the children respond well to. For example, during lunchtime, she opens a flask with hot food and

p.2

need to do better?

20 March 2025 comments on the steam that comes out. This sparks a conversation about how to tell if something is hot and how long it might stay hot for. This provides opportunities for children to think carefully and engage in conversation. n Children are keen to learn and find out about new things. For example, during a trip to the park, they pass a community herb garden, which the childminder uses to encourage children to explore their senses and the different plants. This provides opportunities for children to develop a sense of wonder and excitement when learning about something new. n Partnership with parents is very good. Parents share that the childminder is extremely supportive and has provided information on topics such as toileting, oral hygiene and nutrition. The childminder shares information regularly with parents about their child's day, and they are happy with the progress their children are making.

p.2

need to do better?

n The childminder is reflective about her practice and regularly looks for new experiences to share with children and for ways to improve her knowledge and understanding about early years. She attends regular training and understands where to go for advice and support.

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 strengthen arrangements for identifying focused and precise next steps for children's learning to consistently build on their knowledge and skills.

p.3

Setting details

Unique reference number EY480036 Local authority Southampton Inspection number 10372513 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 6 Number of children on roll 3 Date of previous inspection 24 April 2019

p.4

Information about this early years setting

The childminder registered in 2014. She lives in the St Denys area of Southampton in Hampshire. The childminder operates from Monday to Thursday, from 8am to 6pm, term-time only. She receives free early education funding for children aged two, three and four years old.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector spoke to the childminder about 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.

p.4

Inspection activities

20 March 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.

p.4

Inspection activities

20 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6