Underwood, Marie Ann

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

Children demonstrate that they have good emotional attachments to the warm and welcoming childminder. They spontaneously cuddle into her and look up at her face, smiling as they do so. The childminder shows genuine warmth towards children as she smiles back at them and talks to them kindly. This helps children to develop their self-esteem and a sense of belonging as a result of the support they receive from the childminder.

p.2

The provision is good

The childminder provides an ambitious and fun curriculum that incorporates children's interests well. She regularly takes children out into the local community. This inspires them to be curious about the world around them. Children showed good recall skills as they discussed the trees they saw on a recent trip to a forest. They clearly enjoyed learning about nature. The childminder praises the children and tells them she is proud of their achievements. Consequently, children enjoy learning and show good levels of curiosity.

p.2

The provision is good

The childminder has high expectations for all children. She is a positive role model and supports them to develop good manners. For instance, children thank each other when they pass them toys that are out of their reach. This helps children develop good friendships.

p.2

need to do better?

n The childminder works closely with children's families and gathers a wealth of information about children's prior learning and care needs. She uses observations and assessment of learning to track children's progress and identify what they need to learn next. She offers a well-sequenced curriculum that is based on her understanding of children's stages of development and next steps. Children make good progress as a result. n The childminder provides a range of stimulating learning experiences. She adapts them to reflect the different interests and abilities of children. For example, children skilfully use rollers and cutters to make 'monsters' and 'sandwiches' out of modelling dough. In general, children behave well. However, when minor disagreements arise with sharing equipment, the childminder occasionally intervenes too quickly to resolve the issue. This does not fully support these children in developing the skills to resolve minor conflicts

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need to do better?

themselves. n The childminder supports children to develop positive relationships with others. She supports them with understanding and managing their emotions. For instance, she asks them how they are feeling today. Children build strong friendships, develop resilience and further develop their social skills to interact positively with others.

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need to do better?

21 May 2025 n Children's speech and language are a focus throughout the day. The childminder talks to the children and asks purposeful questions. She patiently listens to them and values their responses. The childminder encourages children's love of books and reads a story about sunflowers. Children listen intently throughout the story and relate the story to the sunflowers they have recently grown. This encourages children to extend their vocabulary. However, occasionally, the childminder is not consistent in modelling the correct pronunciation of some words. This does not fully promote children's early language development. n Children work together to achieve planned outcomes, such as moving wooden shapes from one place to another. They talk about what colour shapes they pick up, and the childminder encourages them to say whether they are 'big' or 'small'. This helps children develop their understanding of mathematical

p.2

need to do better?

concepts. n The childminder is reflective in her practice. She takes effective steps to keep her knowledge and skills up to date. For instance, recent training around supporting children with special educational needs and/or disabilities has made the childminder more aware of things to look out for, such as different patterns of behaviour. n The childminder helps children to recognise the importance of good hygiene. She praises them as they independently wash and dry their hands before lunch. Children chat to one another and compare their food choices. The childminder encourages children to open their own food pots. Children smile as they successfully open the pots. This helps children develop their independence and confidence skills. n Parents speak highly of the childminder. They talk about the good communication and the detailed feedback they receive. Parents comment that their children are very happy in the care of the childminder, and they feel

p.3

need to do better?

involved in their learning. These positive relationships promote consistent approaches to each individual child.

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 the support for children to learn how to resolve minor disputes between themselves n strengthen how children are helped to learn to pronounce words correctly, to fully support children's developing language skills.

p.3

Setting details

Unique reference number EY289309 Local authority Hampshire Inspection number 10398043 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 4 Date of previous inspection 1 October 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Southampton, Hampshire. She operates from 7.45am to 5.30pm, Tuesday and Wednesday, all year round. The childminder holds a relevant level 3 childcare qualification. She provides funded early education for all eligible children.

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Inspection activities

n The inspector talked to the childminder about her curriculum and what she wants the children to learn. n The inspector observed the interactions between the childminder and the children. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this is having on the children's learning. n Parents shared their views about the childminder's service with the inspector via written testimonials. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 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

21 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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