Childminder EY287771

This provision meets requirements

Children are happy and settled in the warm, welcoming environment provided by the childminder. They enjoy a wide range of activities in the indoor and outdoor environment. Children's creative development is supported well. For example, they concentrate for long periods of time to make their pictures and cards. The childminder encourages them to put their names on their artwork and write a message inside their cards, to develop their literacy skills. Children follow their interests and use their imagination well. For instance, they take turns to be the shopkeeper and create healthy meals for the childminder. Children's physical development is promoted well. For example, they take part in a variety of outdoor play activities and go on trips to local parks where they can use more challenging play equipment.

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This provision meets requirements

Children behave well and show respect as they speak and listen to each other. They have fun playing with their friends. For example, they remind each other of the rules to a popular game and wait patiently to take turns. Children giggle with excitement during the game as they manage to catch one of the animals, and they praise each other for their achievements.

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need to do better?

n The childminder continually evaluates and adapts the service she provides for children. For instance, she purchased extra resources geared to older early years children's abilities now that she only cares for children attending school. The childminder actively seeks the views of the children on how she can improve on her provision. She involves them in making decisions about what new resources to buy and the planning of activities. n Children show that they feel safe and secure and are comfortable to share any worries they may have with the childminder. They have good relationships with the childminder and each other. The childminder's calm, friendly and relaxed setting prepares the children well for their day at school. n Children benefit from the stimulating environment where they are able to enjoy learning and grow in confidence. They take part in fun and interesting activities. For example, children look for objects around the childminder's home that begin

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need to do better?

with the letters and sounds on their 'alphabet bags'. Children read their school reading books to the childminder and enjoy listening to stories. This helps them develop a love of books. n Children show good independence as they serve themselves breakfast and pour their own drinks. The childminder provides a wide selection of healthy food and snacks that encourage children to develop good eating habits. Children learn how to keep themselves safe when out and about, for example how to cross the

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need to do better?

2 March 2020 roads safely. n Children can follow their interests and decide how they play. The childminder provides an inclusive setting. For instance, she organises specific games to make sure that all children become involved in play activities. The childminder praises children's achievements and displays their artwork on the noticeboards. This boosts their self-esteem effectively. n Children gain an understanding of how to use technology. For example, they use the computer to search for information on their favourite topics, such as dinosaurs. n The childminder meets with parents to gather information about children's individual needs before they start. The daily informal discussions, alongside use of a day book, mean there is a regular exchange of information with parents about children's welfare. This contributes towards consistency for children's care and well-being. n Strong partnership working with the local schools helps the childminder to

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need to do better?

provide continuity for children's learning. This enables her to plan activities according to children's interests and abilities, linking with their development. For instance, the childminder bought mathematics resources used in school, to support the children's understanding of subtraction and addition.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of safeguarding procedures to keep children safe. She can identify signs and symptoms which may indicate that a child is at risk of harm. The childminder is clear of her responsibility to protect children and who to contact if concerned about a child in her care. She shares her safeguarding policies and procedures with the parents to inform them of her responsibilities.

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Setting details

Unique reference number EY287771 Local authority Bournemouth, Christchurch & Poole Inspection number 10125560 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 16 February 2015

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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 Thursday before and after school only, during term time. The childminder works alongside her daughter, who is also a registered childminder. She has an early years qualification at level 3.

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Inspection activities

n The inspector completed a learning walk of the areas used by the childminder to find out how they are organised, and the range of activities provided both indoors and outdoors. n The inspector observed interactions between the childminder and the children. n The inspector looked at a sample of the childminder's documentation, training certificates, policies and procedures. n The inspector spoke 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

2 March 2020 2 March 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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