Childminder EY235029

Inspection date

Previous inspection date 30 November 2016 19 September 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's self-evaluation is good and results in clear action plans for improvements. She monitors these well to ensure they effectively focus on supporting good outcomes for children. For example, developing more outdoor learning opportunities for children has successfully encouraged their interest in the natural world.  Children make good progress relative to their staring points. They thoroughly enjoy the well-planned activities that encourage their learning very effectively. The childminder monitors children's progress very well, to identify and address any gaps in learning promptly.  Children's self-esteem is good. They show through their good behaviour and affectionate relationships with the childminder and each other that they feel emotionally secure.  The childminder has very strong relationships with parents and she successfully involves them in their children's learning from the beginning.

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It is not yet outstanding because:

 At times, the childminder does not model language effectively when younger children use incorrect words to name objects.  The childminder does not effectively share information with all other settings children attend, to develop a consistent approach when planning for their future learning.

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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

 be more consistent in modelling the correct language with younger children  develop more effective methods to share information with other settings children attend, so that all children benefit from a shared and consistent approach to planning for their future learning.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities indoors and outside.  The inspector read feedback from parents, and talked to children.  The inspector talked to the childminder about the effectiveness of her systems to monitor children's progress, and to plan for future learning.  The inspector reviewed required documentation, including the childminder's safeguarding and child protection procedures, and talked to her about how she would follow these.

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Effectiveness of the leadership and management is good

The childminder develops her skills and practices well to improve children's learning experiences. She introduces new ideas effectively and closely monitors their impact on children's learning. For example, she gave children cameras to take pictures around her home and garden of things they like, and they talked about their photographs. This gave the childminder a greater insight into the children's views, which has helped when planning learning activities that meet their individual needs. Safeguarding is effective. The childminder has a good understanding of local safeguarding procedures and the action she must take to help protect children from harm. She supports children well to use technology under her supervision.

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Quality of teaching, learning and assessment is good

The childminder uses her good observations and assessments effectively to plan activities that challenge children well and help them to make good progress. For example, children thoroughly enjoyed experimenting with blocks of ice to make them melt and discover the objects frozen within. The childminder skilfully encouraged children to think about how to make the ice melt, such as using cold or warm water, and thinking about what they could use to chip away the ice. She challenged them further, encouraging children very well to talk about what the objects might be as they started to emerge from the ice. The childminder encouraged younger children well as they investigated interactive toys to see how these work. She helped them think back to what they did last time to make the toy move. Older children use a tablet and age-appropriate programmes well, such as number- matching and letter-matching games, to develop their understanding of technology.

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Personal development, behaviour and welfare are good

Children learn well about healthy lifestyles and understand the importance of regular exercise. They are physically active. For example, they balance and stretch to see how far they can reach, and pretend to be different animals. The childminder uses baking activities well to help children learn about different ingredients and talk about healthy eating. For example, older children talk about the difference between a vegetarian and vegan diet, because they have made biscuits and cakes suitable for both.

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Outcomes for children are good

Children develop good skills that prepare them well for their next stage in learning including going to school. They learn to manage practical tasks, such as changing in and out of sports clothes, and they help the childminder to prepare fruit at snack time. Children use resources that help them develop their knowledge of letters and numbers well. For example, they use wooden spoons with letters and match these to the initial letters in their names, and match numbers to groups of objects very confidently.

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Setting details

Unique reference number EY235029 Local authority Dorset Inspection number 1061667 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 10

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Name of registered person

Date of previous inspection 19 September 2013

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Telephone number

The childminder registered in 2002 and lives in the village of Bradpole, on the outskirts of Bridport, Dorset. She works Monday to Friday from 8am to 5.30pm, all year round. The childminder provides funded early education places for children aged two, three and four years.

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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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