Childminder EY540643

Inspection date 3 December 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The childminder provides children with a homely and welcoming environment. Her caring approach helps them to settle happily, and they have good relationships with the childminder and each other. n The childminder supports children's independence well. For example, they are given 'either/or' choices to select from at snack time, during play and during personal care routines. n The childminder regularly reviews children's progress and identifies any potential gaps in their development. Children are supported well and make good progress. n The childminder is highly knowledgeable and skilled. She completes a range of training and uses this to impact positively on her practice and to enhance her knowledge. n The childminder is a good role model. She has high expectations of children and supports them to develop an awareness of managing their own behaviour. They learn to behave appropriately and are extremely well mannered.

p.1

This provision is good

n The childminder does not always focus her teaching effectively to use children's interests to engage them fully and maximise their good learning even further. n Although the childminder shares regular updates with parents, she does not routinely use these opportunities to encourage parents to share information about their children's learning at home.

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

n adapt teaching to capture the interests of all children during activities and help them to become more engaged in their learning n extend the good partnerships with parents even further by providing more consistent opportunities for them to become more involved in contributing to their children's ongoing assessments.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed children taking part in activities indoors. n The inspector looked at children's learning journeys and other relevant documents. n The inspector took account of the views of parents through written feedback provided. n The inspector had discussions with the childminder about her practice and children's learning and development. n The inspector looked around the areas of the home used by children.

p.2

Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder is knowledgeable about the potential indicators of abuse and neglect and is confident about the reporting procedures to follow, should she have a concern about a child's welfare. This helps to keep children safe. The childminder has good links with other settings, including extended family, that children attend. She shares and receives relevant information about children's care and learning. The childminder regularly evaluates her setting and uses support from early years advisers from the local authority to do this. The childminder is aware of her strengths and ways in which she wants to improve. For example, she has undertaken training on observation and assessment to better monitor children's development.

p.3

Quality of teaching, learning and assessment is good

The childminder provides children with a range of enjoyable learning opportunities and overall, has good teaching skills. The childminder observes children and makes accurate assessments of their development. She uses her experience and knowledge to effectively support any children she identifies as below expected levels of development. The childminder actively encourages children's speaking skills. For instance, she engages them in conversation, such as recalling previous events. Children thoroughly enjoy singing and rhyme sessions led by the childminder. For example, they delight in finding out what props are in the rhyme box and join in with the words and actions. Children listen attentively to the childminder. The childminder uses effective strategies, such as open-ended questioning to extend children's thinking.

p.3

Personal development, behaviour and welfare are good

The childminder provides a consistent approach to behaviour management. She supports children to understand turn taking and she encourages them to play well together. The childminder is kind and gentle, and children develop strong attachments to her. Children's behaviour is good. The childminder praises the children's achievements and uses encouraging phrases, such as, 'Good trying' and, 'Good choices'. This contributes to their good self-esteem and resilience. Children benefit from a range of outings in the local community that supports their understanding of the wider world. For instance, they regularly visit the library and local greengrocers.

p.3

Outcomes for children are good

Children demonstrate high levels of concentration and motivation during play. For example, they focus intently on threading pasta onto a pole, and remain eager and interested throughout. Children are making good progress and are developing the skills that will help to prepare them for school.

p.3

Setting details

Unique reference number EY540643 Local authority Dorset Inspection number 10079918 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 2 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Bridport. She operates all year round, from 7am to 6pm, Monday to Friday. The childminder holds an appropriate early years qualification.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5