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

Children are happy and feel safe in the care of the childminder and her assistant. From an early age they choose their play independently. Resources are attractively and innovatively displayed. For example, the sand is in an old suitcase and lots of the resources are made from natural materials, which encourages children to use their senses as they play. The organisation of the environment encourages children's exploratory urges. For example, they enjoy discovering what is hidden in each tiny drawer in a small set of drawers and are thrilled to find treasures, such as silver and wooden rings, and glass marbles.

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The provision is good

Babies feel secure as they cuddle up close to the childminder and listen to their friends sing songs. Older children learn to respect animals. They are eager to show visitors the family's chickens, talking about collecting the eggs, and gently stroke the house rabbit indoors. Children enjoy a variety of outings to local toddler groups, parks and to the river.

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need to do better?

n Children have access to a broad range of good-quality resources to support their learning. The childminder and her assistant support children's learning well and adapt activities to meet the needs of each child. They provide a good level of interaction and use open-ended questions, which helps to encourage children's language and communication skills. n Older children sometimes get confused about the passing of time and need support in this aspect of their learning. n The childminder and her assistant keep their skills up to date with training opportunities and use these to develop children's play and learning. For example, the childminder intends to use the skills she acquired at a recent conference to improve how she and her assistant support child-led play, and to introduce sensory experiences to story time to enhance children's learning further. The childminder ensures her assistant is clear and confident about his

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need to do better?

responsibilities. n When activities change, such as when children need to get ready for meals or outdoor play, time is not managed as well as possible and children become unsettled. n The childminder and her assistant are positive role models. Behaviour is good and children relate well to each other and to the childminder and her assistant. Younger children are learning to manage their feelings, take turns and share. They benefit from seeing their older friends playing cooperatively and sharing resources. n Partnerships with parents are good. The childminder uses a range of strategies to keep parents informed of their children's development. Parents appreciate the

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need to do better?

16 January 2020 many outings and trips their children enjoy and comment on the good progress children make. Parents enjoy seeing their children at play on the childminder's social media page and say this provides ideas for play and learning at home. n Older children are learning the skills they need in readiness for school. They are eager to learn and try new experiences. They enthusiastically write their name with chalk, name shapes and count with increasing confidence. They are developing good practical skills, such as managing their personal care and dressing themselves for outdoor play. n The childminder and her assistant encourage learning in ways all children enjoy. For example, during a music session, children find props to use while they sing 'Five Currant Buns' and other number rhymes. Children eagerly join in and count the buns as they disappear, holding up three fingers to show how many are left.

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need to do better?

n The childminder and her assistant observe children and record their development. They use what they know about each child to provide tailored activities to encourage and enable learning. Children make good progress and are confident learners.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are safe in the childminder's home and on outings. They learn about their own safety. For example, they know how to tidy toys away so others do not trip over them. The childminder and her assistant keep their safeguarding knowledge up to date through training. They know the possible signs that children are at risk of harm in relation to safeguarding matters. Details of relevant agencies are displayed to enable effective referral if required.

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should:

n review and improve the organisation of transition times to ensure children remain settled and happy when things change n develop strategies to support children's understanding of time, to support their knowledge of past, present and future.

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Setting details

Unique reference number EY418562 Local authority Bournemouth, Christchurch & Poole Inspection number 10061659 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 3 Total number of places 6 Number of children on roll 12 Date of previous inspection 10 December 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Bournemouth, Dorset. She operates all year round from 7am to 6pm, Monday to Friday. The childminder has an early years degree and holds an early years teaching qualification. She works with an assistant.

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Inspection activities

n The inspector spoke to children, the childminder and her assistant at appropriate times during the inspection. n The childminder and children showed the inspector around the rooms used by children. n The inspector observed children at play and the interactions between children, the childminder and her assistant during indoor and outdoor play. n Required documentation was checked, including suitability checks and first-aid certificates.

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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 January 2020 16 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

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

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