Elliott, Gemma Elizabeth

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

Children form positive relationships with the friendly and nurturing childminder. She greets children and families warmly on arrival, which helps them to settle quickly. Children are confident and eager to start their day. They initiate conversation and choose toys to play with. The childminder has a kind and reassuring manner and calmly reminds children to share and take turns. However, she does not always provide effective guidance to support their understanding of behavioural expectations. For example, children sometimes shout, run around indoors, jump on sofas and hit each other with toys. The childminder does not consistently challenge this behaviour or remind children of rules and boundaries. Children do not always understand behavioural expectations or learn to play safely with others.

p.2

The provision requires improvement

The childminder provides a variety of resources for children to use linked to their interests. They enjoy building towers using construction materials. They experiment with size and think of items that will fit inside the towers, such as marbles. Although the childminder provides opportunities for child-initiated play, she does not always plan a curriculum that motivates children and inspires them to enjoy learning.

p.2

need to do better?

n Although the childminder knows children well, overall, she has not yet developed and implemented an ambitious well-sequenced curriculum that motivates children and guides their learning effectively. The childminder has some understanding of where children are in their learning and plans activities, such as making play dough. While this engages and motivates some children, others are less interested which results in them losing interest and wandering off. n The childminder models respectful behaviour, such as using 'please' and 'thank you'. However, she is not always consistent in reinforcing rules and boundaries during children's unwanted behaviour. At times, this leads to children becoming increasingly disruptive and unsettled. For example, children say 'no' when asked to follow expected routines and do not always use resources appropriately, such as spraying water in people's faces and swinging toys in the vicinity of others.

p.2

need to do better?

This does not fully support children to gain an understanding of the impact of their behaviour on others and know what is expected of them. n Children are confident communicators. The childminder consistently engages children in conversation and encourages them to share their thoughts and ideas. She ensures all children have opportunities to participate. She asks questions designed to support children's extended vocabulary and recall memories, such as explaining what they did during the holidays. These experiences, help children feel valued and included. n The childminder takes children to the local park and her garden is resourced for

p.2

need to do better?

1 September 2025 outdoor play. However, when children's behaviour begins to deteriorate indoors, the childminder does not always recognise the opportunity to use the outdoor environment to support their well-being and help them re-engage in play and learning. n The childminder ensures children have some opportunities to look after their own needs. For example, during snack routine they use child friendly knives to apply butter and cut their crumpets. Additionally, they are encouraged to peel bananas. However, the childminder does not always ensure that every child has washed their hands. They do not consistently learn the importance of good hygiene routines to promote their health and well-being. n The childminder completes mandatory training in line with legislation. Additionally, she has completed additional training to help her identify children with special educational needs and/or disabilities and has signed up to a healthy

p.2

need to do better?

eating course. These opportunities aim to help to improve her knowledge and understanding. n The childminder has established strong relationships with parents. Parents comment they are happy with the care their children receive. They are regularly updated with their children's daily routines and progress. These partnerships provide continuity of care for children.

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

Due date

improve the planning of the curriculum so that all children are inspired to learn through consistent learning and development experiences 01/10/2025

p.3

Due date

provide children with clear and consistent messages to help them understand behavioural expectations and the consequences of their actions on others. 01/10/2025

p.3

should:

1 September 2025 n strengthen awareness of how to use the outdoor environment to support children's well-being and behaviour, particularly when they need space to release energy and refocus n improve the procedures for hygiene practices with regards to handwashing to promote children's health and well-being.

p.3

Setting details

Unique reference number 2734765 Local authority Southampton Inspection number 10407307 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2023 and lives in Midanbury, Southampton. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She holds a relevant childcare qualification at level 3. The childminder provides government funded places for childcare.

p.5

Inspection activities

n The inspector observed the quality of education provided and assessed the impact that this was having on children's learning and development. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder provided the inspector with a sample of key documentation on request. n The inspector considered feedback from parents and spoke to children during the inspection. n The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

1 September 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

1 September 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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