Tattershall, Nicola Jayne

Overall effectiveness Good

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

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The provision is good

Children respond extremely positively to the childminder's friendly, caring manner. Younger children eagerly reach out for cuddles and form very secure emotional attachments with the childminder and settle quickly. The childminder maintains very clear expectations of children and skilfully helps them understand how to be kind and interact positively with others. Children gain confidence from a young age and are happy exploring and learning through their play. The childminder gets to know children very well and provides activities they enjoy and which support them to make continually positive progress. Younger children reach out to explore the variety of sensory textured balls. They copy the childminder's action and throw the ball on the carpet, smiling as this activates colourful lights. Older children start to count and recognise written number shapes. They have fun following a sequence of numbers to make pretend telephone calls. The childminder continues to raise

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The provision is good

her knowledge and understanding to support children in her care. For example, she has developed her awareness of how children learn from outdoor play. This has helped her to identify exciting, stimulating activities, such as building dens and going on bug hunts to promote children's learning outdoors. Parents speak very highly of the childminder, saying she is fully supportive of their children's needs.

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need to do better?

n Children benefit greatly from the frequent praise and encouragement the childminder gives them. The childminder is an exceptionally good role model. She uses positive reinforcement with children significantly well to help them understand the importance of sharing and being kind. They show care and consideration to others, including animals. Younger children learn to stroke the childminder's cat carefully and gently, so as not to frighten her. n The childminder continually reflects on her practice and identifies ways to improve. This has helped her change her approach to planning activities and she now follows children's lead more in their play. In addition, she makes better use of natural resources to encourage children's learning through their sensory awareness. n Younger children babble happily in their play, and older children gain confidence with using language to express their needs. Younger children reach out for

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need to do better?

books and start to look at colourful pictures. However, the childminder has not considered further ways to extend their engagement with stories to consistently support their early listening and attention skills. n The childminder provides children with an excellent variety of outings to broaden their experiences and significantly promote their good health and physical skills. For example, children show great delight sitting on a tractor at a nearby farm or exploring a muddy field. They enjoy visiting a lighthouse with the childminder and exploring the beach for shells and sea creatures. Children enjoy frequent

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need to do better?

13 January 2020 visits to nearby woods to explore and learn about nature and climb and balance across branches and logs. Children gain high levels of independence and confidently explain to a visitor 'don't touch mushrooms in the woods, only in shops'. n Children explore the wide range of exciting toys and resources the childminder provides for them with interest. The childminder assesses children's overall progress well. However, she has not considered monitoring their use and access of toys and resources consistently to help close any gaps in their development and to support their play ideas and choices more effectively. n Children benefit from the positive relationships that the childminder forms with their parents. This encourages good communication with parents, and together they share ideas to support children's learning and help them be prepared for their move to school. The childminder has formed some liaison with other

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need to do better?

settings children attend to promote continuity for their care and learning. Parents' written comments note that the childminder provides an extremely nurturing environment, and their children are very happy and settled.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities to protect children's welfare. She is aware of signs and symptoms that may indicate abuse and is clear about procedures to follow should any concerns arise. The childminder supports children's safety extremely well. She carefully risk assesses her premises, and any outings she takes children on, to promote their safety and well-being. In addition, she has raised her awareness of the importance of letting children experience risk safely in their play, and they develop a high level of understanding about keeping themselves safe. For example, when they go with the childminder to feed the ducks at a nearby pond, they know they need to be careful and stand well back from the edge.

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should:

n make more use of resources and opportunities to engage the younger children's interest in stories to encourage their early literacy skills consistently well n monitor children's use and access of toys and resources more closely to consistently support their learning and help them develop their spontaneous ideas in play.

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Setting details

Unique reference number 139294 Local authority Dorset Inspection number 10125901 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 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 5 June 2013

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Information about this early years setting

The childminder registered in 2000. She lives in Bridport, Dorset. The childminder is available to provide care for children Monday, Wednesday, Thursday and Friday each week from 8am until 5.30pm, all year round. The childminder receives government funding to provide free early years education for children aged two, three and four years. She holds a level 3 qualification.

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Inspection activities

n The inspector made observations of children's interactions in play and discussed their learning and development with the childminder. n A joint observation of an activity was undertaken by the inspector and childminder. n The inspector viewed documentation such as operational policies and procedures and required records, including those for suitability. n The childminder showed the inspector written comments given to her by parents about her practice. n The inspector had discussions with the childminder. These included about her self-evaluation and how it helps her to make continual improvements.

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Inspection activities

13 January 2020 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

13 January 2020 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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