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 creates a welcoming environment, where children feel safe, happy and well cared for. Opportunities for children to make independent choices from toys and resources that reflect their unique interests are supported well. For instance, children make their way into ride in cars, pushing themselves along and around friends in the garden. They take turns, recognising that sharing with friends is a kind and fair way to play. The childminder recognises children's kindness and praises this, to help them understand positive behaviours.

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The provision is good

The childminder creates a curriculum that takes account of the differing ages and abilities of the children she cares for. Children are keen to learn and concentrate well in activities that interest them. For instance, as older children chose to colour, they learn how to write their names on their artwork, as the childminder offers guidance and support for them to master new skills. Children make good progress in their speaking and listening skills as the childminder focus on this well. For example, children learn what the word positive means, as the childminder explains this clearly. This helps older children think through and share ideas about 'how they are positive, when they try new things'. Children are confident communicators, which supports them to have a good range of language skills and knowledge in preparation for starting school.

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need to do better?

n The childminder knows children well. She gathers a good range of information about children from parents, when they first start. The childminder uses her knowledge of children to plan and provide learning experiences that support and motivate their good progress. She shares children's key achievements with parents regularly and offers ideas and suggestions to enable parents to continue their children's learning at home. n Children develop warm, trusting relationships with the childminder. They seek her out for comfort or reassurance at times they need this. The childminder readily responds to children, recognising the value this has for children's personal development, self-esteem and confidence. In turn, children learn how to respond to their peers with kindness and consideration. Children develop good social skills and their behaviour is good. n The childminder places a strong focus on building children's independence. She

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need to do better?

uses her daily routines to help children learn to take responsibility for tasks that support their confidence in their own abilities. For instance, at snack time children learn how to wash their hands before they sit to eat and practise cutting up their fruits. The childminder offers help, where children need extra support. She encourages them to keep on trying as children successfully master new skills.

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need to do better?

23 June 2025 n The childminder uses opportunities to explore numbers with children. For instance, children count out the number of skates their pet dog will need and count in order as they wash their hands. This helps children to learn to count confidently. However, the childminder's teaching of a variety of mathematical concepts is not as well focused. For instance, children are not as frequently encouraged to extend their understanding of numbers or to think about shape, space and measures. This does not consistently promote a secure base for a wider knowledge of mathematics. n Children learn about nature and the wider environment through hands-on activities the childminder provides. For instance, children learn how to grow cress and beans from seeds. They learn how to tend plants and the benefits of water and sunshine to help their seeds grow. Parents comment on the plentiful opportunities the childminder provides for children to visit woodlands, parks and

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need to do better?

places of interest locally. These opportunities enhance children's knowledge of the natural world and the community they are part of. n The childminder attends a range of mandatory training to ensure that she keeps up to date with all requirements. For example, she keeps her knowledge of safeguarding and paediatric first-aid accreditation up to date. However, the childminder acknowledges that pursuing additional training to enhance the quality of education she provides children is an area of future focus for her.

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 develop the sequencing of the mathematics curriculum in order to build upon children's current mathematical knowledge and skills more precisely n strengthen professional development and focus more specifically on supporting children's learning and development.

p.3

Setting details

Unique reference number EY331619 Local authority Southampton Inspection number 10394419 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 6 Number of children on roll 7 Date of previous inspection 2 September 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Southampton. The childminder cares for children from Monday to Thursday from 8am to 5pm, and Friday from 8am to 4pm, for most of the year. The childminder provides government funded early education for eligible children.

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Inspection activities

n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the setting with the inspector. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 provided the inspector with a sample of key documentation on request.

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Inspection activities

23 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.

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Inspection activities

23 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.

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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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