Childminder EY479706

Inspection date

Previous inspection date 11 August 2016 Not applicable

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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 works well to provide good-quality childcare. She continually reviews her practice and studies theories of child development. She makes good use of self- evaluation to identify targeted areas to action, to ensure ongoing improvements.  The childminder supports children's independence really well. She enables children to manage age-appropriate tasks for themselves and have time to practise new skills.  The childminder provides a stimulating environment with a wide range of resources indoors and outdoors. Children are confident to make independent choices and learn through exploration and discovery.  The childminder monitors children's development well and identifies any areas for additional support to ensure they soon catch up developmentally. Overall, she plans effectively so that all children make good progress.  Children are settled and happy. They understand the childminder's expectations,

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This provision is good

behave well and help to take care of the environment.

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It is not yet outstanding because:

 The childminder does not always plan creative activities that engage and interest the youngest children fully.  The childminder provides other early years providers with good information about what children learn when with her but does not always receive this in return, so she has a secure understanding of what children learn elsewhere to further support her planning.

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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

 help young children to engage fully and support their interest in planned creative activities  strengthen the partnerships with other early years providers, to work more consistently in meeting children's learning.

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Inspection activities

 The inspector observed activities and the quality of teaching indoors and outdoors.  The inspector spoke with the childminder and carried out a joint observation with her in relation to children's play, learning and progress.  The inspector checked safeguarding information and the safety of the premises.  The inspector took account of the childminder's self-evaluation and written feedback from parents left for the inspection.  The inspector sampled documentation, including policies and procedures, children's development records and planning.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder carries out good risk assessments that help her to ensure children manage risks without compromising their safety. She keeps up to date with local safeguarding procedures and knows what to do if a child is at risk of harm. The childminder continues to look for better ways of working as part of her professional development. This has helped her to improve how she communicates with children to support their language and communication skills fully. The childminder has good partnerships with parents. They share regular information so that the childminder knows the children's needs and parents can support their children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder is observant of children's play. She engages effectively with them to provide good support and move their learning on. For example, when children enjoy rolling a ball, she provides a wider selection of different balls and a pipe. They experiment with sizes, shapes, gradient and speed. The childminder encourages children to think about how things work and what happens if they try something else. The childminder engages children well in discussions to extend their vocabulary. She gives children plenty of time to repeat their learning and build on what they can do. The childminder provides good support for children's mathematical development and helps them be inquisitive learners. For example, children learn to use a press with play dough, count how many pieces they have and make different shapes to construct.

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Personal development, behaviour and welfare are good

The childminder meets children's physical and emotional needs well. She securely builds their self-confidence and self-belief. The childminder plans many outings that provide children with experiences to explore and be physically active. She helps them have a good understanding of the natural world and manage their feelings. For example, they are not frightened by a storm because they learn what causes it. The childminder helps children value people's differences, be fair to each other and take turns. She supports children well in developing a good understanding of keeping safe and healthy. For example, with the childminder's help, young children practise using scissors, knowing to be careful of their fingers. They drink plenty of water and enjoy being active.

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Outcomes for children are good

Children receive good support to develop effective skills for school and life. They are independent and have a positive attitude to new ideas. Children learn through trial and error, and are eager to participate in activities. Children have fun together and build strong relationships. They are confident learners. For example, young children learn how to use technology and press buttons to make things happen.

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Setting details

Unique reference number EY479706 Local authority Bournemouth Inspection number 982228 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 3 Total number of places 5 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2014 and lives in the Townsend area of Bournemouth. She provides care on Monday to Thursday, including before school, all year round.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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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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