Childminder EY304885

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

p.1

The provision is good

Children feel happy and safe with the childminder. They have close relationships with her and with each other. Children behave well and play together nicely. When minor conflicts do occur, the childminder helps children to manage their feelings and play cooperatively. Children can choose from a broad range of exciting and innovative resources that encourage them to explore and investigate. For example, children enjoy using real spanners of different sizes as they pretend to mend a crashed lorry. They sort the spanners and compare the big, medium-sized and small tools, using mathematical language and counting as they do so. Then they load up the lorry with the spanners and drive it across the floor. Children have great fun finding the dinosaurs hidden in jelly, competently using spoons, tweezers and their fingers to get them out. They work out how to free the penguins from a lump of ice and delight as the ice melts away and they see a penguin emerging.

p.2

The provision is good

Outside, children eagerly find worms and woodlice and make them houses from shells to protect them from the rain.

p.2

need to do better?

n The childminder is a skilled teacher and children make good progress. She has adapted the children's learning environment to make them curious and enthusiastic learners. Children make choices in their play and the childminder knows when to step in to support and extend their learning, or when to step back and let children explore and learn independently. n The childminder encourages children's interest in books by reading stories regularly. She reads with expression and enthusiasm, holding children's interest and encouraging them to talk about what might happen next. Children are engrossed in the story and concentrate well. This emerging love of books is seen as, later in the day, they happily choose books to look at by themselves. n The childminder focuses her professional development to meet the needs of the children. For example, she completed training to support children's emotional and social well-being and mental health, understanding that this provides a

p.2

need to do better?

strong base for children's learning and development. n The childminder provides excellent opportunities for children to explore the local environment and learn about the natural world. Children enjoy daily outings to the beach, woodland or parks. The childminder encourages children to identify letters and numbers in the environment, such as on parking meters, road signs and door numbers. n Children have good opportunities to develop their interest in numbers, shapes and mathematics in general, through well-considered play opportunities. For example, as they play shops, children talk about how many items are in the basket and how much they cost. They count and compare the spanners, and see how many cylinders they can balance when they make a tower.

p.2

need to do better?

18 February 2020 n The childminder continually adapts and improves her practice. For example, she now limits plastic toys in favour of more natural resources. The childminder provides open-ended resources that can be used in different ways, such as tubes, cones, wooden rings and blocks, to foster children's curiosity and support their imaginative play successfully. n The childminder observes children and uses these observations to plan a good range of activities in the home and on outings to support all areas of children's learning and development. However, opportunities for children to learn about difference and diversity are not extensive. n The childminder has good partnerships with parents. They are complimentary about her service and feel they are well informed about their child's progress. Parents value the childminder's support and advice on aspects such as behaviour management and ideas to help children's learning at home.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge and understanding of safeguarding and knows how to keep children safe. The premises are secure and children are well supervised. The childminder knows how to recognise when a child may be at risk of harm. She has contact details of safeguarding professionals if she needs to make a referral. Children learn about their own safety through play. For example, when they use a metal tape measure, they understand how to use it safely so it does not hurt their fingers.

p.3

should:

n review and improve opportunities for children to learn about diversity.

p.3

Setting details

Unique reference number EY304885 Local authority Dorset Inspection number 10106307 Type of provision Childminder

p.4

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 10 March 2015

p.4

Information about this early years setting

The childminder registered in 2005. She lives in Weymouth, Dorset. She provides care from Monday to Friday throughout the year, with the exception of bank holidays and family holidays. The childminder is registered to receive funding to provide free early education for children aged three and four years. She holds an early years degree and holds early years professional status.

p.4

Inspection activities

n The inspector observed the childminder and children as they played and interacted to assess the quality of teaching and learning. n Parents provided letters for the inspector to read to gather their views about the childminder's provision. n The inspector sampled documentation relating to the childminder's suitability and her professional development. n The inspector spoke to the childminder and children at appropriate times throughout the inspection.

p.4

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.

p.4

Inspection activities

18 February 2020 18 February 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6