Gould, Claire-Louise

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

Children demonstrate they feel secure in the childminder's care. She is attentive to their needs and responds to what they say and do. For example, when children explore dough, they ask her to sit close by, which she readily does. The childminder offers children reassurance and plenty of warm comfort when needed. She supports their emotional development well.

p.2

The provision is good

The childminder understands how children learn. She uses this to plan a clear curriculum of skills that will support children in their future learning. For instance, the childminder helps children learn how to share resources and take turns. She teaches older children to understand that younger children need their turn to play and explore as well.

p.2

The provision is good

The childminder is a positive role model for children. For example, she teaches children when to use good manners. Children listen attentively to the childminder and develop a positive attitude towards their play and learning. They are self- motivated to join in and explore all the childminder has to offer them.

p.2

need to do better?

n The childminder supports children to develop a range of vocabulary and to be confident communicators. For example, she comments on what children do and teaches them new words. Children hear many words as they play. Older children learn about the antennae that butterflies have, and younger children learn the names of objects. The childminder helps children hear words correctly, such as when she repeats back what children say and adds in more words for them to hear. Children benefit from being in the care of an experienced childminder who understands how to support their developing speech well. n Children enthusiastically explored a basket of everyday items. The childminder skilfully supports and builds on their learning as they play. For instance, when children notice the bead strings are long, the childminder teaches children about tall and short. She helps children to measure their friends using beads. The

p.2

need to do better?

childminder supports children to understand simple mathematical concepts. n The childminder knows the children she cares for well. She understands what they like to do and play with. The childminder uses this knowledge to plan activities that engage them in their learning. For instance, children enjoy exploring a variety of sea creatures in water. The childminder helps children to make links to what they already know about the creatures and familiar stories. She helps children to be stimulated and interested in their learning. n Children have plenty of uninterrupted time to play and learn. The childminder supports them to explore a range of materials. For example, children discover the difference between wet and dry sand. The childminder shows children how

p.2

need to do better?

24 June 2025 to make sand castles, which they squash with delight. Children are clearly very proud when they make their own shapes in the sand. The childminder offers them plenty of praise and encouragement, supporting their self-esteem well. However, at times, she does not help children to know what they have done well. Children do not fully understand what they are being praised for. n Children benefit from being able to access a good range of resources that the childminder provides for them. They can confidently make choices and decisions. However, at times, the childminder does not fully consider all the ways in which children can be independent. Occasionally, she completes tasks for children instead of encouraging them to try themselves first. n The childminder is proactive in seeking out training opportunities to build on her skills and knowledge. She carefully plans which training to attend that will have

p.2

need to do better?

the most benefit for the children in her care. For instance, she has recently completed training to further support children's communication skills. n The childminder works in partnership with parents and other settings that children attend. She is an effective communicator and supports high levels of continuity for children's care and learning. Parents report how much they value the childminder's care and say their children are 'flourishing'.

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 support children to know exactly what it is they are being praised for, so they can recognise and celebrate their own achievements and learning n provide children with further opportunities to try things for themselves so they can develop their independence.

p.3

Setting details

Unique reference number 131328 Local authority Southampton Inspection number 10398155 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 7 Date of previous inspection 7 October 2019

p.4

Information about this early years setting

The childminder registered in 2003 and lives in the Maybush area of Southampton. She provides care Monday to Friday, from 7am to 6pm, during school term time only. The childminder holds an appropriate qualification at level 3. She receives funding for the early education of children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector and childminder completed a joint observation of a water play activity. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The inspector talked to the childminder and children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request, including evidence of the suitability of household members. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

24 June 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

24 June 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