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 are happy and secure in the warm, welcoming environment provided by the childminder. They form positive relationships with her and each other, which helps them to feel secure and to develop confidence. The childminder links closely with parents to learn about children's individual needs before they start, which helps her to settle children quickly. She assesses what children know and can do. However, the childminder does not use the information well to plan suitably challenging activities to build on children's individual learning. For example, there is no differentiation for a planned activity provided for younger children and school- aged children.

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The provision requires improvement

Children move around the play space with confidence. They take part in regular outdoor play, such as using the climbing frame and visiting the local parks, which helps support their physical development. However, the childminder does not organise routines and play equipment to encourage children's independence fully.

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The provision requires improvement

Children behave well. They willingly follow instructions, for example cooperating to help tidy away toys before snack time. The childminder has established an effective two-way flow of information with parents about children's routines so that children can benefit from a consistent approach to meeting their care needs.

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need to do better?

n Children have built secure relationships with the childminder. For example, young children enjoy a cuddle and are confident to ask for help when they need it. The childminder is attentive to children's individual care needs, which promotes their emotional well-being effectively. Children acquire some skills for their future learning. For example, younger children show perseverance as they put their shoes on by themselves to go outdoors. n Children display positive behaviour attitudes. They show consideration towards others and happily share the toys and play equipment. For instance, they take turns to use the bubble pot to blow bubbles outdoors. The childminder acts as a good role model. For example, she teaches children to respect the needs of others, which helps them to feel valued. n The childminder monitors children's progress sufficiently. However, she does not use the information well when planning activities to extend children's learning

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need to do better?

and help them make as much progress as possible. For example, a planned activity is too difficult for younger children to achieve and requires a lot of help from the childminder. Although the childminder then suggests doing some painting, this is not provided. Children are disappointed and they lose interest in the activity. n Children benefit from the childminder's warm and caring interaction. She talks to

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need to do better?

28 October 2019 them appropriately as they play, and models language clearly to help them communicate. However, on occasions, the childminder misses opportunities to build on children's early literacy skills. For example, when older children sing rhymes, she does not include the younger children to further extend their learning. n Children are provided with an appropriate selection of play equipment, indoors and outdoors. The childminder rotates her toys to provide children with a suitable variety of resources. However, she does not make the most of opportunities to encourage them to make independent choices about their play. For example, younger children are not able to choose books easily for themselves. n Children develop an understanding of how to stay safe and healthy. They enjoy a variety of healthy snacks, and the childminder makes sure they have plenty of drinks throughout the day. Parents comment positively about the care provided

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need to do better?

by the childminder and share how they feel well informed about their children's care. n The childminder reflects on her provision continually. For example, she identifies when further safety measures are required and takes action to help keep children safe. The childminder links closely with other childminders to gain new ideas on how to develop her provision further. However, she has not reflected well enough on all aspects of her practice to ensure that all children make as much progress as possible.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of safeguarding. She attends the local authority forums to keep her safeguarding knowledge updated. The childminder is clear about her responsibility to identify and report concerns, to help keep children safe. She knows the possible signs and symptoms that may indicate a child is at risk of harm and what action to take if she has a concern. The childminder informs parents of her responsibility to safeguard children and shares her safeguarding policy with them.

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Due date

28 October 2019 improve the planning of activities to ensure they are stimulating and supportive of children's individual learning needs, to help them all make consistently good progress. 30/12/2019

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should:

n review the organisation of the environment and resources to encourage children's independent learning further n make better use of opportunities for children to explore songs and rhymes, to help support their early literacy skills further.

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Setting details

Unique reference number EY286577 Local authority Bournemouth, Christchurch & Poole Inspection number 10073399 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 2 to 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 5 July 2016

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Information about this early years setting

The childminder registered in 2004 and lives in the Parkstone area of Poole, Dorset. She operates Monday to Friday from 8am to 6pm, all year round. The childminder receives early education funding for children. She holds an early years qualification at level 3.

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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, policies and procedures. n The inspector talked to children at appropriate times during the inspection. n The inspector took account of the views and written feedback from 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

28 October 2019 28 October 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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