Channell, Mrs Andrea Evelyn

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 arrive excitedly and greet their friends with a hug. They are happy, safe and secure in the childminder's home as they are familiar with the routine and surroundings. They know the rules and remove their shoes on arrival and understand to put these back on to go outside to play.

p.2

The provision is good

Children freely explore the range of toys the childminder makes available, which are chosen to meet children's interests. The childminder supports early literacy skills well. She reads stories and encourages children to join in. For example, during the story of 'The Very Hungry Caterpillar', she uses small knitted fruit as visual aids. The childminder asks the children to find the different types of food the caterpillar has eaten. She imparts new language such as 'salami' to increase their knowledge and vocabulary.

p.2

The provision is good

The childminder uses recall effectively. She talks to the children about previous activities and asks them if they can remember what they did. They respond saying they grew sunflowers for Father's Day and let the 'Rainbow Butterflies' fly away. This helps to develop their sense of belonging as they share the memories together.

p.2

The provision is good

The childminder has high expectations for behaviour and promotes good manners, reminding children to say 'please' and 'thank you'. All children make good progress from their starting points.

p.2

need to do better?

n The childminder keeps her knowledge current by attending training and liaising with other childminders. She enjoys accessing courses to support the children in her care to make good progress. For example, she has attended training on how children can use loose parts in their play. The childminder has introduced this type of play to promote the children's imagination. n The childminder plans a curriculum that builds on what children know and can do. She bases this on the information she gains from parents before the children start and through her ongoing observations and assessments of their interests and abilities. Overall, she provides a variety of opportunities. However, at times, during adult-led activities, the childminder does not consider how to adapt teaching to support children's individual ages and stages of development. This means that, sometimes, learning is not fully extended for older children or

p.2

need to do better?

simplified for younger children to help them wholly benefit from the experiences that are provided. n The childminder is working towards a locally recognised healthy early years award. As part of this, she has introduced teeth brushing to support children's

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need to do better?

26 June 2025 understanding of the importance of oral health. The childminder also provides a range of fresh fruit for the children to eat at snack time. She works hard with parents to promote health and well-being, which helps to support children in making healthy choices. n Overall, the childminder's interactions support children's learning effectively. However, at times, she does not recognise when children would benefit from more time or encouragement to use their existing knowledge to solve problems. For example, older children enjoy playing with the magnetic fish. They use their rods to catch the fish and persevere as the string moves around. On occasion, the childminder steps in too quickly to identify which objects are magnetic, rather than allowing children to work this out for themselves. This does not give children the opportunity to problem-solve and aid their thinking skills. n The childminder provides children with daily opportunities for fresh air and

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need to do better?

physical development. She uses the garden to develop children's gross motor skills and plans regular trips out into the local community to extend their first- hand experiences. This helps children to gain an understanding of the world in which they live. n Partnerships with parents are good. The childminder shares information with parents at drop-off and collection times and through an online platform. She provides ideas to support the children's learning at home. This joined-up approach helps children to make good progress in their development. n The childminder understands the value of partnership working with other settings children attend. This helps to ensure that, together, they meet the children's individual needs and interests. The childminder talks about the importance of getting children ready for school and encourages children's independence from an early age.

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 enhance the planning of activities to more precisely reflect the the needs of children at different ages and stages of development n refine techniques to allow children to think and solve problems to extend their knowledge further.

p.3

Setting details

Unique reference number EY461882 Local authority Southampton Inspection number 10398438 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 22 October 2019

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Information about this early years setting

The childminder registered in 2013. She lives in Sholing, Southampton. She cares for children Monday to Thursday, from 7.30am until 5.30pm, all year round. The childminder holds an appropriate childcare qualification at level 3. She provides government funded early education places for children aged from nine months up to four years.

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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

26 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

26 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

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