Childminder, Out-of school day care in Dorset

Inspection date

Previous inspection date 31 August 2016 24 June 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides a safe and welcoming environment, where children build warm and trusting relationships with her and one another.  Children enjoy a broad range of activities, which include important learning experiences. For example, the childminder takes children on a variety of outings in the community where they meet other people and learn about the environment.  Children make good progress. The childminder knows the children well as individuals, which helps her to monitor their learning and development successfully.  Effective partnerships with parents and other early years professionals help the childminder to meet each child's needs well. Parents say that their children settle quickly and that the childminder helps to prepare them well for starting school.  The childminder reflects on her provision in order to make improvements to benefit the children. For example, she provides different resources according to children's interests

p.1

It is not yet outstanding because:

 Children do not always have the opportunity to explore and experiment with an extensive range of materials, to help develop their understanding of the world further.  The childminder sometimes misses opportunities to raise children's awareness of words and letters, and their understanding that print has meaning.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 develop further ways for children to explore, investigate and experiment to extend their understanding of the world even further  provide more opportunities to develop children's early literacy skills for reading.

p.2

Inspection activities

 The inspector observed children's play and the childminder's interaction with them in the home and garden.  The inspector talked to the childminder about children's activities and progress.  The inspector looked at a sample of documents, which included the safeguarding policy and children's progress records.  The inspector took account of parents' views, obtained in person and from letters they had written.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues and the procedures to follow if she has a concern about a child. She updates her knowledge through regular training. The childminder has successfully addressed the recommendations set at the previous inspection, which has, for instance, improved opportunities for children to lead their play. The childminder continues to develop her professional knowledge through various methods. For example, she reads relevant publications and talks to other early years professionals to share ideas for good practice.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn through play and challenging experiences. She is skilful at making the most of unplanned events and conversations to extend children's knowledge. For example, when a play tunnel moves outdoors, she explains about the effects of the wind. The childminder encourages children to notice and learn about natural changes, such as shadows and footprints. The childminder supports children's language skills well in various ways. For example, she engages them in conversations, talks to them about events in their lives, and models new words, helping to extend their vocabulary. At the inspection, children focused well on playing card games. They listened to instructions, followed rules, counted objects and discussed healthy eating. They used their imaginations well as they acted out real-life situations, such as caring for babies and taking them to hospital.

p.3

Personal development, behaviour and welfare are good

Children are happy and settled. The childminder finds out useful information from parents to help her to make them feel secure. Children behave well. The childminder teaches them about taking turns and respecting other people's views. She encourages children to develop a positive attitude to people's differences. For example, she takes children to various places where they meet a range of different people in a variety of situations. The childminder praises children regularly, helping to boost their self-esteem and confidence. She supports children's healthy lifestyles well. For example, children have fresh air and exercise every day. They learn about the importance of caring for their bodies, such as looking after their teeth and eating healthy foods.

p.3

Outcomes for children are good

All children make good progress. They learn important skills that help to prepare them well for the next stage in their learning and starting school. For example, children relate well to other people and are confident to make their needs known. They use language effectively to organise their play and activities. Children develop increasing independence in caring for themselves, such as managing their own clothes and using the toilet.

p.3

Setting details

Unique reference number 139245 Local authority Dorset Inspection number 1061428 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 24 June 2013

p.4

Telephone number

The childminder registered in 1993. She lives in Lyme Regis, Dorset. The childminder offers childcare four days per week for 48 weeks of the year.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5