Childminder in Bournemouth, Christchurch and Poole

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder provides a curriculum that she focuses around the children's individual learning needs and next steps. She uses the children's interests to help her plan for and provide suitable activities. The childminder successfully allows the young children to follow their own ideas using the resources they find, and take the lead on how they want to use them. She skilfully interacts, extending their vocabulary and language very well.

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The provision is good

The childminder oversees the quality of her provision well. She has made some positive changes that have benefited the children and led to their increased use of books, for example. The childminder has clear plans on what training she wants to do that focuses on improving her skills to help support the children's needs even further.

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The provision is good

There are trusting and supportive relationships between the childminder and minded children. New children settle very quickly and with ease, demonstrating a close bond of affection and security. The childminder is a positive role model. Children learn good manners from a young age. The childminder supports children well to learn about democracy and rule of law, helping them to understand and respect the needs of others. For example, children vote on which place of interest they should visit as a group and what resources the childminder should buy for their learning.

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need to do better?

n The childminder makes good use of training to target her teaching on how she can support the children best. This has increased the level of language and vocabulary she introduces them to, and helps children to learn to use tone of voice when expressing themselves. This has been especially helpful for those children with special educational needs and/or disabilities (SEND). n The childminder works very effectively with parents and other professionals to provide detailed reports and support for children with SEND and those going through the referral and assessment process. She shares what she knows about the children to identify gaps and where support is needed. This enables children to receive prompt and targeted input to help them achieve their next steps. n The childminder works well with parents. She is flexible and adapts her processes to meet the children's individual needs and to help parents settle their

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need to do better?

children when they first start. She gathers good detail about what parents want for their children, to help her make children feel welcome and achieve from the start. She follows children's familiar care routines from home, providing good continuity in their experiences. n Young children develop very strong early language skills. The childminder's

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need to do better?

20 September 2019 constant talking and narrative about what they are doing and what they see help the children to learn words rapidly. n Children receive good support from the childminder in their chosen activities. This helps the younger children especially to concentrate for long periods and explore their different ideas as they extend their play. The childminder skilfully interacts and knows when to step back and when to get involved. n Older children receive good support from the childminder to talk about and recognise their emotional needs and feelings. The childminder has a 'welfare chat' with them each morning to assess how they are feeling, explore why and how they can manage this. This also helps her to recognise any issues or concerns that she can monitor or support further. n Assistants receive good support from the childminder to develop and increase their own skills. They value the childminder's encouragement that has developed

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need to do better?

their confidence in managing children's behaviour more consistently. n The childminder makes good use of funding to benefit children. She targets it well to help individuals to learn good table manners and enjoy home-made cooked meals, for example. n The childminder follows clear processes to assess children's learning and progress. She has a secure understanding of where they are in their development and what they need next. However, at times, she does not focus her activities and interaction as well as she could, so that she provides more targeted support for children to achieve their next steps more readily.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear knowledge and understanding of child protection and wider safeguarding matters. She knows what signs to look out for and who to contact should she have a concern. The childminder provides a safe environment for children to explore independently under her close supervision. She supports older children well to recognise their feelings and talk about things that make them feel uncomfortable or scared, for example.

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should:

n ensure activities and interaction provide more targeted support for children to achieve their next steps more readily.

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Setting details

Unique reference number EY402382 Local authority Bournemouth, Christchurch & Poole Inspection number 10061669 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 to 4 Total number of places 6 Number of children on roll 6 Date of previous inspection 29 June 2016

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Information about this early years setting

The childminder registered in 2010. She lives in Bournemouth, Dorset. The childminder operates all year round, Monday to Friday from 8am to 3.30pm. She receives early years education funding for two- and three-year-old children. The childminder employs an assistant to work with her when required. The childminder has a diploma in pre-school practice.

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Inspection activities

n The inspector spoke with the childminder and children during the inspection. n The inspector observed the childminder and children during their daily routines and activities. n The inspector completed a joint observation with the childminder and discussed the effectiveness of learning and teaching. n The inspector looked at a range of documentation. n The inspector took into account the written views of parents.

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Inspection activities

We carried out this inspection 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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Inspection activities

20 September 2019 20 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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