Bajerowicz, Monika

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy the time they spend with the childminder, as they feel safe and secure in her care. They are eager to explore the wide range of activities available to them and show confidence as they select their resources. For example, children have fun as they pretend to be firefighters and cooperate together to put out an imaginary fire. The childminder joins in with the children's play to help them learn about potential risks in the environment and how to keep themselves safe. Children show consideration towards others. They understand that they need to share and take turns. For example, they remind each other to be 'sharing and caring' in their play. The childminder provides an inclusive provision where all children feel valued and respected.

p.2

The provision is good

The childminder had a short period of closure during the COVID-19 (coronavirus) pandemic. She continued to communicate with children and parents during this time, for example by offering ideas for activities that parents could do at home with children. Some children returned to her setting sooner than others. The childminder identified that children still at home were feeling a little isolated. She sent messages and set up video calls between herself and the children, which helped to support children's emotional well-being.

p.2

need to do better?

n The childminder knows the children well. She uses this knowledge effectively to support children's individual needs and to help them all to make good progress. For example, she provides specific activities and additional support to help boost children's confidence in group situations. Children show good independence in managing their self-help skills, which helps to prepare them well for the next stage in their education. n The childminder recognises the important role she has in helping children to acquire and use language. She continually models language and introduces new words to successfully build on children's communication skills. For example, some children speak confidently in their home language and in English during their play. The childminder includes songs and rhymes in children's home language and in English to skilfully develop children's understanding of language further. n Children have enjoyable and stimulating learning experiences. They have fun

p.2

need to do better?

exploring the dough as they press, mould and manipulate it with their fingers. The childminder offers various tools, such as shapes to make prints in the dough, to encourage children to experiment further. However, the childminder does not always follow older children's interests and ideas to extend their learning further. n Children enjoy stories and books. For example, they happily cuddle up to the

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need to do better?

8 June 2021 childminder and listen intently to their chosen story. The childminder introduces some numbers to help support children's mathematical development. For example, children confidently count the animals and then hold up the same number of fingers to show they understand the number. n Children take part in a wide variety of outdoor play experiences to support their physical development. This means that they get plenty of fresh air and exercise. However, at times, the childminder has too much play equipment out in her garden and children are unable to play the physical games they choose. Children enjoy visits to local parks and forests, where they have opportunities to discover new learning experiences. n The childminder establishes good relationships with parents. She provides them with regular updates about children's experiences and routines through daily discussions and by sharing information electronically. The childminder offers

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need to do better?

ideas on how parents can support children at home, to help provide continuity in children's learning. n Children learn how to keep themselves healthy. They know to wash their hands before eating and to clean their teeth afterwards. The childminder teaches children about making healthy food choices. Children proudly explain how the fruit and vegetables they eat make them 'big and strong'. n The childminder continually reflects on ways to improve her provision, such as updating her knowledge through training. Occasionally, the childminder works with an assistant. She ensures that her assistant understands his role so that children receive consistency in their care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe. She continues to update her knowledge of safeguarding through training and by liaising with her local authority. She is clear of the possible signs that may indicate a child is at risk of harm and knows how to report any concerns to the relevant professionals. The childminder's assistant has completed safeguarding training and is clear of his responsibility to keep children safe. The childminder supervises children well and considers how she can help children to stay safe in her home. She completes ongoing risk assessments to help ensure that any outings with children are safe.

p.3

should:

n make better use of children's immediate interests and ideas to help extend their learning further n review the outdoor environment to allow children greater opportunities to take part in physical play experiences and continue their learning outdoors.

p.3

Setting details

Unique reference number EY555163 Local authority Bournemouth, Christchurch & Poole Inspection number 10174914 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 5 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Bournemouth. She operates all year round from 6.30am to 7pm, Monday to Sunday. The childminder is registered to provide overnight care. She has qualified teacher status.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder explained how her early years provision is organised. n A discussion was held with the childminder about how she supports the children's learning and development. n The inspector spoke to the children at appropriate times during the inspection. n A range of documentation was reviewed, including evidence of suitability checks and paediatric first-aid qualifications. n The inspector took account of parents' views about the childminder's setting.

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Inspection activities

8 June 2021 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

8 June 2021 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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