Childminder EY496480

Inspection date

Previous inspection date 5 March 2018 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

 Children are happy and settled. They build warm, trusting relationships with the childminder and each other, which support their emotional development well.  The childminder knows children well as individuals. She continually checks their development, which helps her to identify what children need to learn next. Children make good progress in their learning.  Children's communication and language development is supported well overall.  Partnerships with parents are strong. The childminder continually shares information about children's achievements and actively involves parents in their children's learning.  Children have good opportunities to use their senses to explore and experiment through a wide range of materials, such as sand, play dough, paint, and gloop.  The childminder continually reflects on her practice, including seeking feedback from the parents to help her evaluate how she can improve further.

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It is not yet outstanding because:

 At times, the childminder has a tendency to take over the children's play and does not give them sufficient time to talk or think for themselves.  The childminder does not make the most of opportunities to extend younger children's physical development even further.

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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

 allow children more time to express their ideas and think for themselves  provide younger children with more opportunities to develop their physical skills.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children, and reviewed the play equipment and resources.  The inspector spoke with the childminder at appropriate times throughout the inspection, including discussing the impact that teaching has on children's learning, after viewing activities.  The inspector viewed the areas of the premises used for childminding and talked to the children at appropriate times.  The inspector looked at documentation, including a sample of children's records.  The inspector discussed how the childminder evaluates her provision.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection issues and her role to safeguard children. She continues to update her knowledge and skills, for instance, by doing a safeguarding refresher training. The childminder checks the play areas to make sure that all children can move around freely and safely. She teaches children how to keep themselves safe, for instance, children learn to take care and hold onto the rail as they come down the stairs. The childminder regularly reviews the environment and organises this with children in mind. For example, she removed toys from boxes on the lower shelves so they are more accessible for younger children. Parents comment positively on how the childminder does a fantastic job at keeping their children cared for and safe.

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Quality of teaching, learning and assessment is good

The childminder follows the children's interests and offers a good range of stimulating play experiences. Children are excited and engaged in the meaningful activities. For example, they show control as they press and push play dough into shapes. The childminder models new language, such as 'squash' and 'squeeze', to help extend children's developing vocabulary. Children use their imagination well and proudly shows others the teddy-bear shapes and ice creams they have made. Children decide to make handprints in the play dough. The childminder joins in and encourages children to compare the different prints to see which is bigger, for example, to help children learn about shape, size and measurement.

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Personal development, behaviour and welfare are good

The childminder liaises closely with the parents to gather information about the children's routines and abilities. This helps her support the children's individual needs well from the start. The childminder's warm and caring manner promotes a strong sense of security and emotional well-being in the children. The childminder takes children on outings in the local environment to raise their awareness of the world around them, such as going on nature walks. Children behave well overall. The childminder provides gentle reminders, for instance, not to throw toys into the box at tidy-up time so they learn how to care for the resources and equipment. Children listen and cooperate well. The childminder recognises children's achievements and her regular praise helps to boost their self-esteem.

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Outcomes for children are good

Children are prepared well for the move on to the next stage of their learning due to the good range of experiences that is offered to them. They are confident and show developing independence in their personal care. Children enjoy stories. For example, they cuddle up with the childminder to look at a book and eagerly press buttons to hear the animal sounds, then repeat the noises. This helps support their early literacy skills.

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Setting details

Unique reference number EY496480 Local authority Bournemouth Inspection number 1033637 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 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 2015. She lives in Bournemouth, in Dorset. The childminder provides care throughout the year.

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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

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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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