Childminder 2729469

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children demonstrate that they have good emotional attachments to the friendly and welcoming childminder. They spontaneously cuddle into her, smiling as they do so. Children are very settled and clearly feel secure in the childminder's care. She shows genuine warmth towards children as she smiles back at them. 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

Children benefit from an ambitious curriculum. The childminder has a secure understanding of every child and uses this knowledge to support their ongoing development and next steps. Children enjoy a range of activities that promote their confidence and independence. For example, they put on their shoes before going outside, and they show a good awareness of their personal hygiene. The childminder supports older children well to prepare them for their transition to school.

p.2

The provision is good

The childminder has high expectations for all children. She is a positive role model who treats children respectfully, using a calm voice and good manners. Children play well together and share resources with a smile on their faces. The childminder praises children for their efforts. This helps children to develop good friendships.

p.2

need to do better?

n The curriculum is sequential and tailored to support children at various stages of development. The childminder plans activities to support children's previous experiences. For example, she sensitively talks with children about their experiences of visiting the dentist. Children excitedly talk about how their teeth were 'nice and shiny'. They use a pretend dentist kit to dress up as dentists, wearing masks and discussing the 'bacteria' on teeth. Children work together to brush plastic teeth, and they listen to the childminder as she explains what cavities are. This supports children's understanding of good oral health. n Overall, the childminder promotes children's communication and language well. She encourages children to talk about recent events they took part in. For example, she talks about how on a recent visit to a park, children fed the ducks. Children talk of how they fed the ducks seeds, as 'Bread makes them poorly.'

p.2

need to do better?

However, on occasion, when the childminder asks questions, she does not give children time to think about their answers before asking another question. This hinders children's ability to consider an answer and develop their communication skills further. n The childminder knows how to incorporate mathematics into daily activities. She introduces mathematical concepts while playing with children. For instance, while children go down a slide, she introduces 'faster' and 'slower' to describe

p.2

need to do better?

14 July 2025 speed. Children enjoy learning and show good levels of curiosity as they listen. This helps children to embed early mathematics skills. n The childminder supports children's love of stories and books. She uses targeted props connected to the story to encourage children's engagement. Children show familiarity with stories and actively join in with repeated phrases. They use props appropriately. For example, when reading 'The Three Little Pigs', children consider whether straw, sticks or bricks would be the best choice to build a house with. Children notice the weight difference between a brick and straw. They say that bricks would be the best choice, and notice that the childminder's house is made of bricks. This helps children to recognise features in their environment. n The childminder helps children to recognise the importance of personal hygiene. She praises them as they independently wash and dry their hands before lunch.

p.2

need to do better?

Children chat to one another and compare food choices. The childminder encourages children to open their food containers and discuss what foods are healthy. This helps children to develop their independence and confidence skills. n The childminder values her close relationships with parents. They speak highly of the childminder and the positive influence she has on their children. The childminder ensures that parents are well informed about their children's development and learning. She shares detailed information to help parents continue their children's learning at home. Parents appreciate the range of outings and experiences the childminder provides. The two-way process of communication ensures that children's needs are consistently met.

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 extend knowledge on how to use effective techniques to support and enhance children's language and thinking skills.

p.3

Setting details

Unique reference number 2729469 Local authority Southampton Inspection number 10398415 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 4 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Southampton, Hampshire. She operates from 8am to 5pm, Monday to Friday, all year round. The childminder provides funded early education for all eligible children.

p.4

Inspection activities

n The childminder spoke to the inspector about how she organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and children and spoke with them at appropriate times. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the quality of education being provided 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. n Parents shared their views of the childminder with the inspector through written testimonials.

p.4

Inspection activities

14 July 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

14 July 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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