Childminder in Dorset

Inspection date

Previous inspection date 16 May 2017 9 February 2015

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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

 Children are happy, settled and confident in the childminder's care. The childminder forms close relationships with the children. She is kind and caring in her approach, which supports children's sense of security and well-being effectively.  The childminder plans a good range of learning experiences and activities, which children enjoy. She uses her observations and assessments well to track children's progress and address any gaps in their learning.  The childminder evaluates her practice and the provision well, to ensure positive outcomes for children. For example, she is well motivated, developing her skills and introducing activities through themes, which has extended children's understanding of the world successfully.  The childminder develops positive partnerships with parents, other early years settings and external agencies, to support continuity in children's care and learning.

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It is not yet outstanding because:

 The childminder does not organise resources and play areas outside as effectively as she could, to provide children with space to move around and fully develop their play.  The childminder does not gather more detailed information from parents to help her understand what children already know and can do when they first attend, to help support her in the planning process from the outset.

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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

 review the organisation of resources and space outside, so that children can move around more freely and fully develop their play ideas  gain more information from parents about what their children already know and can do when they first attend, to better inform the early planning process.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector sampled a range of documentation, including children's records and the childminder's policies.  The inspector and childminder observed children during activities and completed a follow-up discussion about children's learning and progress.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of parents' views, from their written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her role in keeping children safe from harm. She keeps her knowledge of safeguarding up to date and knows who to report to if she had any concerns about a child's welfare. The childminder keeps her knowledge and skills current. For example, she completes training and uses resources and her knowledge well to provide activities which support children to develop their speech and language skills effectively. The childminder lets parents know what their children do each day and regularly provides them with written assessments of their children's progress, so that they can continue to support their child's learning at home.

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Quality of teaching, learning and assessment is good

The childminder interacts well in children's play to motivate them and extend their learning. For example, older children excitedly join in a discussion about creatures they might find living in the sea. They describe seahorses and crabs, laughing and giggling as they walk sideways to show the childminder how a crab walks. The childminder praises the children for their good descriptions and introduces new words, such as 'tentacles' as she describes a jellyfish, to increase their vocabulary. The childminder uses her skills effectively to develop younger children's understanding of mathematics. For example, they count in routines and use positional language, such as 'opposite' and 'behind', as they describe where they are sitting in relation to their friends.

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Personal development, behaviour and welfare are good

Children's behaviour is good. Inside, they move around freely to select from the wide range of toys, taking turns and sharing resources well. The childminder provides daily opportunities for the children to be physically active and benefit from fresh air. For example, they learn to climb and balance on equipment at the park and enjoy meeting their friends at children's activity groups. Children learn how to keep themselves safe. For example, they understand they might choke if they speak with food in their mouths. The childminder teaches the children well about the importance of eating healthily. For example, when they are eating their snack, they talk about foods, which are good for them and those that they should only have occasionally as a treat.

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Outcomes for children are good

All children gain good skills that prepare them well for their next stage in learning and school. They demonstrate good levels of independence, for example, as they learn to do things for themselves, such as putting on their shoes to go outside to play and using the bathroom independently. Children show a keen interest in numbers and older children begin to recognise sounds and letters.

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Setting details

Unique reference number EY313357 Local authority Dorset Inspection number 1092444 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 9 February 2015

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Telephone number

The childminder registered in 2005. She operates from Monday to Friday, all year round, except bank holidays and Christmas. The childminder is in receipt of funding to provide free early years education 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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