Childminder EY280438

Inspection date 18 March 2019 Previous inspection date 29 January 2016

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This inspection: Good 2

Previous inspection: Good 2 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

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This provision is good

n Children learn to communicate and make their needs known with confidence. The childminder supports their developing communication skills very well, including those who speak English as an additional language. She constantly talks to the children and asks open and probing questions that encourage them to think of their own ideas. n The childminder is very clear about what she does well and the areas she wants to develop. She focuses her changes successfully on improving children's experiences. n The childminder works closely with parents to ensure children receive the early support and input they need to help them achieve and close gaps in their learning. Parents are positive about the support they receive to continue their children's care and learning at home. n Children benefit from the childminder's calm and sensitive approach. They respond positively to her clear explanations and learn to understand expectations for good

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This provision is good

behaviour. n Although the childminder supports and extends children's learning well, she does not always target activities, resources and her teaching as sharply as she could on children's interests and learning needs, to help them achieve and push their progress forward more rapidly. n The childminder does not successfully find out about what children can already do when they first start with her, to help her focus her initial planning and teaching more accurately.

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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

n target activities, resources and teaching even more sharply on children's interests and learning needs, to help them achieve and push their progress forward more rapidly n find out about children can already do when they first start, to better inform the initial planning of activities.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder engage with the children in her planned and their own initiated activities. n The inspector talked to the childminder about a planned activity and how this met the children's needs. n The inspector talked to the childminder at convenient times during the inspection. n The inspector considered the written views of parents as part of the inspection. n The inspector sampled a range of the childminder's records and documentation that she uses in her role.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is clear about her responsibilities to protect children from harm and wider safeguarding issues. She knows who to report her concerns to and the importance of working closely with parents to help children thrive. The childminder provides a safe environment for children to explore and play. She risk assesses her home, garden and outings to ensure their safety. The childminder uses self- evaluation and reflection well to help her make good use of funding in order to benefit the children, for example outings for those who prefer to learn outdoors. She assesses her teaching and skills and ensures training improves her practices. This has helped her to provide boys with the diet they need, and regular opportunities to express themselves and be outdoors. There are good partnerships with parents to ensure children receive the best start they can. The childminder provides parents with regular updates about

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Effectiveness of leadership and management is good

their children's learning and makes suggestions for continued learning at home.

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Quality of teaching, learning and assessment is good

The childminder is an effective teacher who communicates and models language very well. She provides clear explanations of new activities and games and asks lots of questions that engage the children well. Children receive very good challenges in their play. The childminder asks probing open questions to get the children to think and solve problems and learn simple calculation. Younger pre-school aged children learn to add and subtract and identify when there is more or less. The childminder ensures children learn to count, sort and identify colours from a young age. She supports children learning English as an additional language well. The childminder has a good range of resources, including books, so they learn to speak English and to feel welcomed and valued. She engages the children well to help each other and learn about their differences and similarities. The childminder tracks children's progress well to help her

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Quality of teaching, learning and assessment is good

identify and address gaps in their learning.

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Personal development, behaviour and welfare are good

The childminder is patient, calm and sensitive. She provides consistent messages to children to learn to share and take turns. When needed, she uses effective methods to help children have some reflection time to calm down before they re-join the others. Children learn to be independent and do some things for themselves. For example, some help to tidy up and put the toys away, making space for new activities. The childminder supports children well to begin to socialise and develop positive relationships with the other children. They are starting to become more aware of others' needs and how they can add to their enjoyment of play.

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Outcomes for children are good

Children make good progress from their starting points and gain good skills for their future learning, including going to school. They learn to be active and independent learners. They communicate their needs confidently and learn to count, sort and solve number problems to identify more, less, bigger and smaller. Children learn to understand rules and expectations for good behaviour. They enjoy opportunities for imaginative play, especially with the toy cars, trains and track.

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Setting details

Unique reference number EY280438 Local authority Bournemouth, Christchurch & Poole Inspection number 10061665 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 7 Date of previous inspection 29 January 2016

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Registers

The childminder registered in 2004 and lives in the Townsend area of Bournemouth, Dorset. She operates Monday to Friday throughout the year from 7.30am to 6pm. The childminder receives early education funding for three-year-olds. She holds a relevant early years qualification.

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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.

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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.

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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 .

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Registers

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Registers

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Registers

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

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