Childminder in Bournemouth, Christchurch and Poole

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children enjoy their time with the childminder, who provides a warm, caring and safe environment. They build positive relationships with her and each other, which helps them to feel secure. The childminder helps them to recognise that they are unique individuals. For example, children eagerly talk with others about riding their bikes and understand they need to wear a helmet to keep themselves safe. The childminder links closely with parents to find out about children's individual needs before they start. She plans appropriate activities that incorporate all areas of learning sufficiently. However, the childminder does not organise the indoor areas well to promote children's learning and enable them to become fully involved in their play and activities.

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The provision requires improvement

Children enjoy books. They happily join in with familiar rhymes and identify the sounds animals make. The childminder talks with children as they play, to promote conversation appropriately. However, her interactions are not consistently effective in challenging children and helping them to acquire new knowledge. For example, she does not introduce mathematical language, or extend children's learning during a planned activity.

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The provision requires improvement

Children behave well and show consideration towards their friends. The childminder offers regular praise and acknowledges children's achievements, which helps them feel good about themselves.

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need to do better?

n Children enjoy secure friendships and are helpful towards others. For example, older children help others to put on their shoes when getting ready to go outside. Children play together well. They happily take turns, for example waiting their turn to look for a hidden item in the picture book. As children find the item, they happily say 'I've spotted it'. This generates lots of excitement and conversation, helping to develop their communication skills. n Children enjoy a suitable variety of play opportunities. The childminder plans learning opportunities that take account of children's interests and help them make some progress. She checks what children know through making observations as they their play, and has a sufficient understanding of what she wants them to learn next. However, the childminder does not make the best use of this information when planning activities or engaging with children as they

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need to do better?

play. As a result, she does not always challenge or extend children's learning well enough to help them make as much progress as possible. For example, as children explore rice and weighing scales, the childminder does not use opportunities to develop their understanding of mathematics. Children join in planned creative activities, such as making a picture of a tree. However, this is

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need to do better?

16 September 2019 mainly adult-led, with the childminder instructing children on the colours and materials to use. n Children settle well because the childminder is attentive to their care needs, which supports their emotional development well. She offers sensitive support to help children learn to manage their personal care independently. For example, children learn skills for the future as they wash and dry their hands at snack time. n Children have access to a wide range of toys and resources, both indoors and outdoors. However, the childminder does not organise the indoor play space well to support children's learning. The large number of toys set out means there is insufficient space available for children to gain the most from their activities. The childminder recognises this can hinder children's ability to find their own space to play and further extend their learning. n The childminder has established an effective two-way flow of information with

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need to do better?

parents. Children benefit from a consistent approach to meeting their needs. For example, the childminder uses a diary to share information about children's day and encourages parents to record children's achievements at home. n The childminder reflects effectively on her own practice. She has recently returned to childminding, and although she has identified the need to refresh her knowledge and skills in relation to children's learning, she has not done this yet. Since the last inspection, the childminder has provided more resources to help support children's early writing skills, such as white boards and pens outdoors.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has recently attended training on safeguarding to update her knowledge following a break from childminding. She knows the possible signs that may indicate a child is at risk of harm. The childminder understands her responsibility to identify and report concerns, to help keep children safe. She has clear safeguarding procedures in place, which she uses to support her practice.

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should:

n develop planning and quality of teaching to challenge and support children's individual learning, to help them all make consistently good progress n improve the organisation of the play areas and availability of resources, so that children can become fully involved in their chosen activities.

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Setting details

Unique reference number EY448998 Local authority Bournemouth, Christchurch & Poole Inspection number 10062645 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 3 Total number of places 5 Number of children on roll 3 Date of previous inspection 19 November 2015

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Information about this early years setting

The childminder registered in 2012. She lives in Christchurch, Dorset. The childminder operates Monday to Friday all year round.

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Inspection activities

n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector viewed the play spaces and observed interactions between the childminder and children. n The inspector looked at a sample of the childminder's documentation, including training certificates and policies and procedures. n The inspector talked to children at appropriate times during the inspection.

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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

16 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

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