Childminder EY305549

Inspection date

Previous inspection date 1 November 2016 23 April 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 provides a safe and welcoming environment. Children build warm, trusting relationships and are well behaved. They are sensitively cared for and feel safe and secure.  Children are keen to take part in a broad range of activities, which the childminder plans according to their interests and learning priorities.  The childminder knows the children well as individuals. She checks children's development effectively, which helps her to identify and address gaps in their learning. Children make good progress.  There are effective partnerships between the childminder and parents, which enable her to meet children's individual needs well. Parents report positively about their children's learning and they appreciate the 'home from home' environment.  The childminder reflects on her provision and has improved children's outcomes since the last inspection. For example, she evaluates what children have learnt from their

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This provision is good

play and adapts future activities to extend their learning further.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to extend children's early reading skills and their understanding that print has meaning.  The childminder's methods for keeping up to date with changes are not fully effective, particularly with regard to the latest national early years guidance.

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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

 increase opportunities for children to extend their understanding of words, letters and that print has meaning  ensure the childminder keeps up to date with changes, particularly in national early years guidance to help raise the quality of provision further.

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Inspection activities

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

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Effectiveness of the leadership and management is good

The childminder has made successful improvements which have had a positive impact on aspects of children's learning and progress. Safeguarding is effective. The childminder knows about child protection issues and the procedures to follow if she has concerns about a child. The childminder develops her understanding of children's learning and development in various ways. For example, a recent training course has developed her knowledge about encouraging children's language skills. She develops good links with other settings to ensure good levels of children's care.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding about how children learn through play and exploration. For example, she takes them on outings in the local community where they meet other people, use alternative play equipment and learn about the world around them. Young children enjoy exploring and experimenting with a wide range of objects and materials. For example, children liked prodding, patting and moulding cooked potato. The childminder showed them what to do and described what was happening, introducing numbers and shapes. She encourages children's language skills well. For example, she talks to children as they play, naming objects and people, adding new words to extend their vocabulary and understanding.

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Personal development, behaviour and welfare are good

Children are happy and settled. The childminder requests detailed information from parents about children's individual needs to help them feel secure. She rewards good behaviour and achievements regularly, which helps to boost children's self-esteem and confidence. Children develop a good sense of belonging. For instance, they like to look at photographs of themselves and friends enjoying activities together. The childminder supports children's healthy lifestyles well. For example, children make choices from healthy options at mealtimes and have opportunities for outdoor exercise every day. The childminder takes children to various places where they learn to take calculated risks and develop their physical skills.

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Outcomes for children are good

All children make good progress. They learn early writing, number and speaking skills that help them prepare well for the next stage in their learning and for starting school. For example, children make choices and relate well to other people. They learn to make their needs known. Children develop increasing independence in practical skills, such as feeding themselves and helping to tidy up. They show an interest in changes in nature and exploring various objects and materials.

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Setting details

Unique reference number EY305549 Local authority Poole Inspection number 1054456 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 23 April 2015

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Telephone number

The childminder registered in 2005. She lives in the Oakdale area of Poole, Dorset. The childminder offers care all day Monday to Friday for 48 weeks of the year. The childminder receives funding to provide free early years education for children aged three and four years. She holds a level 3 early years qualification.

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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

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

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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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