Elliott, Gemma Elizabeth

Childminder

Unique reference number (URN): 2734765 Registered with Ofsted: 04/07/2023 Registers: EYR, CCR

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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 Expected standard

All children, including those who face barriers to learning, develop a range of key knowledge and skills across the curriculum. They typically make steady progress from their starting points, in readiness for their next stage in education. For example, children readily take on responsibilities and willingly help younger ones, without prompting. They demonstrate caring and considerate behaviours regularly throughout the day.

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Achievement Expected standard

Babies begin to use familiar words, including children's names and fruit names at snack time. Older children communicate clearly and use a range of vocabulary. They readily talk about what they are doing, share knowledge during activities and recall previous experiences with friends and the childminder. For instance, during a walk, older children notice litter on the ground and suggest people should use bins. However, at times, their knowledge is not always expanded on.

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Achievement Expected standard

Children make decisions and take manageable risks throughout the day. Babies navigate different terrain at the park, head towards the swings and thoroughly enjoy being pushed safely by older children. Older children independently climb spiral ladders, only asking for help once they are near the top. In this way, children develop independence, perseverance and a sense of capability.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. When minor disputes arise, the childminder typically supports children to manage their feelings and emotions. However, she recognises there is still more work to be done to effectively promote some children's self-regulation. She encourages them to talk about how they feel and to share their thoughts and ideas. The childminder promotes the importance of including everyone and helping each other. This is reflected in older children's interactions with younger children. For example, they stand at the bottom of the slide as younger children go down, offering support and celebrating their enjoyment. This contributes to an inclusive, respectful environment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder embeds simple routines that children respond to well. For example, once babies sit safely in highchairs, they anticipate that food is coming next, moving their arms and legs excitedly. Children develop secure relationships with the childminder, who responds warmly to their individual needs. Parents and carers report that their children look forward to attending and appreciate the range of activities and resources to engage them purposefully. Children of all ages typically sustain their focus during independent play. For instance, they connect plastic tubing together to create jewellery, determined to make a necklace that fits around their neck. This shows that older children persevere and are keen to complete a tricky task to the end.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works closely with parents to promote children's regular attendance and punctuality. This helps children build consistent routines and prepares them well for their eventual move to school.

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Children's welfare and wellbeing Expected standard

The childminder implements suitable procedures to promote children's safety and welfare. She encourages hygiene practices, such as washing hands before eating. Older children manage several self-care tasks independently, including using child-safe knives to spread butter on their rice cakes.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of how to keep themselves safe. For example, they hold onto the pushchair when walking to the park, and demonstrate awareness of road safety by stopping and looking for cars. In general, the childminder promotes healthy lifestyles during everyday routines. Children know they need to apply sun cream before going outdoors and readily do so themselves under close supervision. Overall, the childminder talks to children about eating healthy foods and drinking water, particularly after physical activity. However, she does not always explain why some foods should be eaten sparingly or extend children's understanding of the benefits of exercise and appropriate hygiene routines. Consequently, older children's developing understanding of how to maintain their health, fitness and wellbeing is not fully developed.

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Children's welfare and wellbeing Expected standard

The childminder knows children well. She gathers detailed information from parents and carers about their individual care routines and works with families to promote continuity in sleeping, eating and toileting. The childminder responds sensitively to children's emotional wellbeing, providing regular outdoor opportunities and respecting their choices. Overall, she encourages older children to talk about their feelings, and some respond well by explaining reasons why they feel a particular way. However, the childminder is yet to implement more effective strategies to fully support those children who require extra help to manage their emotions.

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Curriculum and teaching Expected standard

Since the last inspection, the childminder's knowledge has improved and as a result, she designs a broad curriculum that reflects children's evolving interests and seasonal events. She knows each child's abilities and uses this knowledge to plan next steps and generally sequence learning appropriately.

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Curriculum and teaching Expected standard

Daily outdoor experiences in the local area provide first-hand opportunities for children, including children with special educational needs and/or disabilities to explore and learn. For example, the childminder takes children to the park to feed the ducks before playing on the large equipment. Older children eagerly ask questions when they notice unfamiliar items in the environment. The childminder responds positively and appropriately. However, she does not consistently build on older children's curiosity and developing vocabulary to deepen their knowledge. For instance, when observing ducks, the childminder asks simple questions, such as about the colour of the feathers, which older children already know. She does not draw attention to unfamiliar features, such as webbed feet or long beaks, or explain how these help ducks. In contrast, the childminder adapts her teaching well for babies, introducing new words in meaningful contexts for them to hear, repeat and apply, such as

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Curriculum and teaching Expected standard

The childminder supports children's physical development through daily opportunities for active play. She gives children time to assess their own abilities and take manageable risks safely, as they climb, balance, run and jump. The childminder also promotes early mathematical concepts through practical experiences, such as counting and solving simple problems during mealtimes.

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Inclusion Expected standard

Overall, children with special educational needs and/or disabilities (SEND) and those with other barriers to learning are typically well supported. The childminder completes regular assessments to monitor children's progress. She collaborates with parents and carers to identify gaps in learning at an early stage and takes appropriate action. The childminder seeks guidance from other early years professionals and generally does so in a timely manner to help reduce barriers. She understands the importance of securing additional funding and using this to target children's individual needs. Opportunities to visit the library and attend rhyme- and story-time sessions help to promote children's communication and language skills, for instance.

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Inclusion Expected standard

The childminder has attended some training relating to SEND provision and recognises the need to undertake further research to strengthen her knowledge and practice. This includes developing a more secure understanding of different strategies to further benefit children who show gaps in managing their emotions. Nevertheless, typically children make steady progress in this area. For example, when minor disputes arise, such as wanting the same toy, the childminder gently helps children understand how their frustrations affect others. In general, she supports some children in simple ways to consider how they could respond differently in future to help manage their interactions and play more cooperatively.

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Leadership and governance Expected standard

The childminder demonstrates a sound understanding of the children and families she supports, as well as the context of the local area. She recognises the importance of identifying children's needs promptly and implementing appropriate strategies to address gaps in learning. The childminder reflects on her own knowledge and practice, recognising areas of strength, alongside priorities for development. This includes strengthening her knowledge of how to support children who face barriers to learning, including those who require individual interventions to develop better self-regulation. This work is still in the early stages, as the childminder has recently contacted relevant external professionals to seek further guidance and support.

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Leadership and governance Expected standard

The childminder maintains appropriate expectations for herself and the children in her care. She completes mandatory training, including safeguarding and first aid. Since the last inspection the childminder has broadened her knowledge of how to design and implement a more ambitious, broader curriculum. In general, she applies her learning to refine her practice and help improve outcomes for children.

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Leadership and governance Expected standard

Partnerships with parents and carers are trusting and productive. The childminder regularly shares information and works closely with families to understand and respond to children's needs. This promotes continuity in children's education and care.

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

Children are happy, confident and resilient learners in the childminder's welcoming and calm environment. They build secure relationships with her, which foster a sense of belonging. Children who take longer to initially settle, benefit from a gradual approach to attending, with each session extended over time to meet their individual needs. Children smile, giggle and enjoy their time, engaging in their favourite activities and exploring new experiences. They grow, develop and progress steadily. Younger children readily copy older children as they play together. For example, older children stretch out bendy tubes and laugh at the funny sounds they make, which younger ones enthusiastically imitate. Typically, children of different ages play together cooperatively. Older children recognise what younger ones can do and make allowances when babies knock down their towers. They thoughtfully show kindness and consideration towards their younger peers, such as when they offer their help

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

to push babies safely on a swing at the park.

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

Children experience daily visits to places in the local area and have opportunities to influence where they go, such as feeding the ducks and playing on the large equipment. At the park, children confidently climb, balance and explore, making their own decisions about what they want to do. They take manageable risks, safely, such as climbing a spiral ladder and smiling proudly once at the top. Children meet other people on their adventures, such as to the library or shops, helping to develop their social skills and awareness of their local community. These first-hand opportunities help children make sense of the world around them.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00 Children learn to understand what is expected of them and generally behave well. Children who need extra support to recognise and manage their emotions, are given time to reflect on their actions and consider how these affect others. Children's attendance is closely monitored so that children benefit from continuity between home and the setting.

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Next steps

The childminder should ensure teaching is always precisely matched to extend older children's existing knowledge, particularly to broaden their vocabulary and deepen their understanding of topics of interest. The childminder should continue to strengthen her knowledge of special educational needs and/or disabilities to provide more targeted support for individual children to consistently manage their emotions and play more cooperatively. The childminder should build on children's understanding of healthy lifestyles so that they know how healthy choices contribute to their health and wellbeing further.

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About this inspection

The inspector spoke to the childminder, children, parents and carers 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. Local authority: Southampton

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Facts and figures used on inspection

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

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Urgent improvement

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Urgent improvement

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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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