Childminder 109662

Inspection date

Previous inspection date 19 May 2016 6 June 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a positive attitude and regularly evaluates her practice and environment to identify areas to improve further. She attends training, which helps her to develop and extend her teaching skills.  There are good partnerships with other settings that children attend. This helps to provide children with continuity in their learning and development.  Children learn a wide range of skills which help to prepare them for the next stage in their learning. Children are motivated, engaged and eager to learn. They make good progress from their starting points.  Children have a wide variety of opportunities to learn about the differences between themselves and others. They learn to share resources and take turns in their play. This helps to develop good social skills.  The childminder has good relationships with children, which helps to support their emotional well-being. Children settle quickly and are happy, confident and relaxed.

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This provision is good

 The childminder teaches children to develop their independence skills. For example, she ensures that children understand why it is important to wash their hands before eating.

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It is not yet outstanding because:

 The childminder does not always build and extend children's interests during their play.  The childminder does not always fully build on her already good partnerships with parents to raise outcomes for children even further.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make greater use of children's interests to extend their learning further  build on the already good partnerships with parents to encourage them to share their views and ideas to raise outcomes for children even further.

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Inspection activities

 The inspector observed children's activities in the setting and spoke to the childminder when it was appropriate to do so.  The inspector observed some daily care routines, including snack time.  The inspector sampled children's records, a range of policies and other documents.  The inspector toured areas of the premises used for childminding.  The inspector looked at parents' written comments.

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Effectiveness of the leadership and management is good

The childminder has a clear understanding of her role and responsibilities. Safeguarding is effective. The childminder knows the steps to take if she had any concerns about children's safety or welfare. She makes good use of her training and seeks advice from other professionals. For example, she has used her new knowledge to improve her assessments of children's needs and learning. The childminder completes regular monitoring of children's achievements to track their progress and highlights areas where they need extra help to catch up. She takes effective steps to minimise any potential hazards that might arise. For example, the childminder conducts regular fire drills with the children and risk assesses the environment before they arrive.

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Quality of teaching, learning and assessment is good

The childminder has a good knowledge of the children. She provides children with a range of activities that are age appropriate. For example, she reads them stories that feature their favourite characters, such as caterpillars and bears. The childminder uses additional related resources, such as puzzles, to provide further challenge. She uses these activities to encourage children's communication, language and mathematical skills. For example, she asks children questions about the stories and encourages them to use mathematical language to describe the size and shape of the puzzle pieces. Children respond positively to the childminder's conversations with them and focus well on their activities.

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Personal development, behaviour and welfare are good

The childminder seeks information from parents about their children's skills, abilities and care routines when they start. This helps her to meet their individual needs. For example, she quickly recognises when children are tired and offers them the opportunity to rest. Children behave well. The childminder helps children to learn to respect each other's views, feelings and ideas. They take turns, share and are patient when playing together. The childminder helps children to develop an awareness of how to keep themselves safe. For example, she explains why they should not put resources, such as dough, in their mouths.

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Outcomes for children are good

Children are confident and develop a wide range of skills. For example, they share their thoughts and ideas with each other and play cooperatively together. Children learn to recognise their own feelings, such as when they are hungry or thirsty, and they confidently express their needs to the childminder. This helps children to become independent and to learn to take care of themselves. Children are well prepared for the next stage in their learning.

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Setting details

Unique reference number 109662 Local authority Poole Inspection number 1048579 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder registered in 1992. She lives in Wimborne, Dorset. The childminder operates from 8am to 6.30pm, Monday to Friday, all year. She receives funding to provide free early years education for children aged three years. The childminder has received appropriate early years training. She works alongside a co-childminder.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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