Southwell, Toni

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 creates a warm and welcoming environment, where children appear happy and settled. She develops strong attachments with the children, who frequently go to her for comfort and reassurance when needed. The childminder encourages children to understand and begin to name different emotions. She uses stories to generate discussions and raise children's awareness of different feelings. For example, children illustrate their emotional literacy as they talk about characters being 'happy' and 'sad' based on their facial expressions. This supports children's emotional well-being.

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The provision is good

The childminder supports children's communication and language development well. For instance, she talks to the children, modelling vocabulary and asking questions to promote conversation. Children are vocal and repeat familiar words and phrases in response to the childminder's warm interactions. The childminder understands the importance of activities to support children's language development, such as music and singing familiar nursery rhymes. This supports children to become confident communicators.

p.2

The provision is good

The caring childminder is a good role model. She is calm and patient and sensitively reinforces positive behaviour. For example, the childminder supports the children to learn how to share, take turns and use good manners. She encourages children to be considerate of their friends and show kindness towards each other. For instance, children help their friends to get a drink when getting one for themselves. Children understand and follow the daily routine well. They know what is going to happen next, which positively impacts their good behaviour. This supports children to behave well.

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need to do better?

n The childminder is passionate about her role and is ambitious for children to make the most of their time with her. She enhances her professional development by seeking out training opportunities, such as special education needs and/or disabilities (SEND) training. In addition, the childminder has discussions with other early years professionals, to reflect on children's learning and gain new ideas. n The childminder has a good understanding of how to support children with SEND. She works in collaboration with children's parents and other professionals to ensure timely referrals are made and the needs of all children are met. This supports children with SEND to make progress alongside their friends. n The childminder has a stimulating and ambitious curriculum. She works closely with parents to gather an understanding of children's initial development when they start. The childminder has a good understanding of children's individual

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need to do better?

6 May 2025 interests and uses this to extend their learning. For example, she provides children with opportunities to play with dolls, encouraging them to look after and care for them. This supports children's learning and development. n The childminder ensures mathematics is integrated into all activities. For instance, children expressively talk about value and number, as they sort and count coloured bricks, and search for numbers in the sand. The childminder helps children to repeat their counting and identify one more and one less. This ensures children have plenty of opportunities to develop mathematical language. n Children have many opportunities to make choices and choose what they would like to do. In addition, the childminder provides a good range of activities that they can all do together, such as building with bricks and creative activities. However, on occasion, she does not place a sharp enough focus on supporting

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need to do better?

the youngest children with what they need to learn next when delivering planned activities. This does not consistently support children to make the best possible progress. n Children learn about their community and the world around them. For example, the childminder takes them on regular trips and walks, such as to local parks, the library and play groups. Furthermore, she uses additional funding to take the children on trips to places, such as the farm. This helps children to develop an understanding of the community and develop their confidence. n The childminder helps children to understand the importance of developing a healthy lifestyle. For example, she provides children with many opportunities to be physically active every day. The childminder provides children with nutritious snacks and meals, which they appear to thoroughly enjoy. Furthermore, she supports the children to understand the importance of oral health. This supports

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need to do better?

children's health and well-being. n The childminder has extremely good relationships with parents. She uses a variety of ways to share information with them about their children's day, ongoing development and ideas to support home learning.

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.

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should:

n develop teaching to ensure younger children consistently benefit from intended learning during planned activities.

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Setting details

Unique reference number EY420377 Local authority Southampton Inspection number 10392312 Type of provision Childminder

p.4

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 16 Date of previous inspection 15 August 2019

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Information about this early years setting

The childminder registered in 2011. She is situated in the Weston area of Southampton. The childminder operates from 7.15am to 6.30pm, Monday to Friday all year round. She has a relevant early years qualification at level 5. The childminder provides funded early education for children aged two-, three- and four-years old.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke with the inspector during the inspection. 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 childminder spoke to the inspector about how they support children with SEND. 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.

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Inspection activities

6 May 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

6 May 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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