Williams, Charlotte

Williams, Charlotte

Unique reference number (URN): 2741842 Address: 26 Arthurs Gardens, Southampton, SO30 2NG Type: Childminder Registered with Ofsted: 17/08/2023 Registers: EYR, CCR, VCR Registered person: Williams, Charlotte

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

All children, including any that may face barriers to learning, make excellent progress in their development. Children learn an extensive range of skills that will support them as they move on to the next stage in their education. For instance, older children very confidently manage personal care skills. They show high levels of determination as they fasten their zips and turn their jumpers the right way round before putting them on. Children develop skills, such as listening and looking when the childminder is talking to them. They learn to focus and pay attention to stories and play games cooperatively with one another. Children rapidly learn new words and answer questions from the childminder, which helps them to develop inquisitive thinking skills. They develop strong communication skills and are highly confident in using these to make their needs known, as well as to play together.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has well-embedded routines and established boundaries in place. This helps all children to feel very secure in her care. Children show they know what is expected of them and follow instructions confidently and very capably. For instance, they know where resources belong and tidy up swiftly when asked. Children's behaviour is exemplary. Older children play collaboratively and are very kind and caring towards younger children. For example, they help younger children find their place mats to set the table for meals. The childminder supports children through an abundance of warm praise and encouragement. They take clear delight in being in her care, seeking her out to play with them and to enjoy her company.

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Behaviour, attitudes and establishing routines Strong standard

The childminder supports parents to establish routines for children that will benefit them as they move on to school. For example, she helps parents to understand the importance of regular attendance and good timekeeping. This highly beneficial approach has a positive impact on children's emotional wellbeing and sense of security.

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Children's welfare and wellbeing Strong standard

The childminder builds very strong bonds with children through a highly effective and personalised approach to settling in. For instance, she ensures there is always a particularly motivating activity readily available to engage children and to help them settle quickly. This helps parents to feel extremely confident in the childminder's care for their children.

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Children's welfare and wellbeing Strong standard

The childminder helps children learn about making consistently healthy choices as they play exciting games about foods. She leads lively discussions about meals, and children laugh with delight as they explore different food combinations. The childminder makes learning extremely engaging and fun, which motivates children to join in.

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Children's welfare and wellbeing Strong standard

Children clearly enjoy physical challenges, such as riding on balance bikes and climbing on play equipment. The childminder promotes a love of being active outdoors, and children demonstrate they relish these opportunities. The childminder is highly attuned to children's individual needs. For instance, she knows younger children need to sleep, so she plans the day around their personal routines. The childminder has an excellent approach to ensuring children's health, safety and wellbeing are at the forefront of all she does.

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Curriculum and teaching Strong standard

The childminder has an ambitious curriculum for all children. She has clear goals for children to achieve before they move on to school, such as to be confident socially and to be highly curious learners. The childminder is an excellent teacher and builds on what children can already do and what they know. She adapts her teaching very skilfully to ensure that it is right for children's individual needs. For instance, older children hear thought-provoking new words as they share stories, and younger children hear simple repetitive language as they learn to speak. Additionally, the childminder uses words beyond the basics to build up an abundance of vocabulary for children. This helps to ensure all children develop highly effective communication skills.

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Curriculum and teaching Strong standard

The childminder ensures all children have very effective individualised learning support. She uses their interests to challenge children's learning further. For instance, older children with a love of numbers complete simple calculations. They are highly inspired and motivated to engage and learn. The childminder helps children to learn about their emotions as they play, such as by commenting that children look proud and pleased. Younger children beam with delight as they move themselves forward on ride-on scooters, supporting their physical skills.

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Inclusion Strong standard

The childminder has robust procedures in place to ensure that all children who need additional support for their learning swiftly get the precise help they need. She has a secure understanding of how to seek professional advice and support in a timely manner for children in her care.

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Inclusion Strong standard

The childminder has a secure understanding of children's individual needs. She is highly confident in her child development knowledge and understanding of how children learn. The childminder readily identifies if children have any gaps in their learning, such as through thorough assessments of what children know and can do. She makes very effective plans to close these gaps rapidly. The childminder works in partnership with external professionals and others involved in children's care and education. This ensures a consistent approach to supporting children's learning that is highly productive. Children make excellent progress from this joined-up approach.

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Inclusion Strong standard

The childminder seeks out opportunities to extend her knowledge, such as through training. She readily shares her knowledge and resources with parents. This supports children's learning at home and contributes to the progress children make from their starting points.

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Leadership and governance Strong standard

The childminder is highly reflective and aims for the very best for children in her care. She has a thorough knowledge of child development and uses this very effectively to support children's learning. The childminder seeks out feedback to develop and improve her setting further to improve outcomes even more for all children. She has a secure understanding of her strengths and has ambitious plans for continual improvements, such as to develop cooking activities further. This will support children's understanding of making healthy choices even further.

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Leadership and governance Strong standard

The childminder is thoroughly dedicated to continually improving her skills and knowledge. She seeks out regular training and shares professional knowledge with local childcare professionals. This helps her to be very confident in all she does to support all children's learning.

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Leadership and governance Strong standard

The childminder knows what children need to succeed in life. For instance, she understands what gaps children may have in experiences at home and ensures she fills these gaps. The childminder teaches parents to support their children's learning at home. This aspirational approach to parent partnership has made a significant impact on children's outcomes. Parents comment on how much their confidence has increased with support from the childminder, which helps their children's learning tremendously.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children show they feel safe and secure with the childminder. They enter her setting confidently and are eager to explore what the childminder has on offer for them. The childminder greets children warmly and invites them to share their news, for example by asking them about their weekend. Children are confident and keen to tell her what has happened since they were last in her care. The childminder listens carefully to what children say and show her. She values their opinions and supports their emotional wellbeing very effectively.

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What it's like to be a child at this setting

The childminder skilfully includes all children at their own level. She has an excellent understanding of children's individual needs. The childminder uses this knowledge to support their learning through a well-developed and sequenced curriculum. All children benefit enormously from this individualised approach and make excellent progress from their starting points. They are confident, independent and curious learners who are ready to move on to the next stage in their education.

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What it's like to be a child at this setting

The childminder builds very strong partnerships with parents, which supports children's attendance. This is a real strength of her setting. The childminder supports parents to build their confidence and support their children's learning at home.

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What it's like to be a child at this setting

The childminder is highly proactive in seeking out training that boosts her skills and knowledge. This in turn benefits the children in her care. For instance, the childminder has designed activities that support children's speech development following on from research and training she has attended. This has a very positive impact on children's communication skills. The childminder provides a stimulating learning environment where children thrive. They show high levels of engagement and motivation in all they do.

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Address:

Operating hours: Tuesday,Wednesday : 08:00 - 17:00

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of all children, including those who may face barriers to their learning.

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About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

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About this inspection

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. This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people. 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 .

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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