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 Not applicable

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The provision is good

The childminder provides a welcoming and safe home environment. Children are happy and engaged in their activities while in her care. They have a wide and exciting range of learning opportunities. Children show delight in discovery and new experiences, such as exploring magnetic toys or stroking a bird.

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The provision is good

Reading, talking, listening and singing are central to the childminder's curriculum. The childminder takes every opportunity to develop children's love of books and words. Children chatter, question and join in with repeated phrases of familiar stories. The childminder has high aspirations for children's learning and appropriate expectations for behaviour. She responds to the needs and interests of the children, extending their learning or helping them manage their feelings. For example, the childminder encourages children to breathe deeply to help them self- regulate.

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The provision is good

The childminder teaches children to develop their independence. As a result, children are able to use the toilet or dress themselves in clothing for the outdoors with only a little support. Children make good progress in their development, which helps to prepare them for their next stage in learning, including starting school.

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need to do better?

n The childminder has a strong desire and determination to provide high-quality learning in a warm extended family environment. She has organised her home to enable children to play with interesting resources. Children choose items such as buttons to count, sort and match. They engage in experiences that they might not encounter elsewhere. For example, children delight in introducing a pet budgie to a small-world farm they have created. n The childminder chooses books with thought and care. She includes well-known favourites as well as those that promote kindness, diversity and inclusion. Children listen with focus and engagement as a story follows a group of children, from a variety of race and cultures, through a day in school. Children talk about the pictures, noticing features that are different to theirs, as well as those that are the same. n Children develop strong bonds and show positive attitudes to learning. They

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need to do better?

share resources and understand that sometimes they have to take turns. Children keep on trying even when things get difficult, such as when using cutlery or putting pieces of a model together. n The childminder provides food for children at snack times and mealtimes. She plans nutritious meals that children enjoy and shares these with parents. The meals introduce different tastes and textures. Children can name ingredients, such as peppers and kidney beans, and recognise when it is a food that they

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need to do better?

18 June 2021 have at home. n The childminder monitors children's learning and progress and identifies how she can further support them. She works in partnership with parents and other professionals, such as the health visitor, to help children who need extra support in their learning or development. As a result, all children make good progress. However, the childminder has not yet established partnerships with local feeder schools to support children's transitions. n The childminder uses her curriculum to teach children to be articulate, independent learners. Routines and repetition are used to ensure that children get opportunities to practise skills daily. For example, rhymes are sung at every mealtime to teach children initial sounds. Children join in with the actions and the sounds. They are able to recognise the sounds in other contexts, such as recognising that the 'b' in a word matches the sound of their name.

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need to do better?

n Parents praise the ability of the childminder to settle their children into her home, so much so the children do not want to leave. Although, due to COVID-19 (coronavirus) pandemic, parents cannot enter the setting at the moment, they appreciate the steps that the childminder takes to keep them informed about their child's progress. This includes daily photos, a diary, meal plans and observations. n The childminder ensures that children go outside daily. She is aware of the limitations of her outdoor space and so plans regular trips to the beach or the park. However, the childminder has not yet fully developed her curriculum to identify what she wants children to learn outside.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is up to date with her safeguarding training and understands her statutory responsibilities, such as when to inform Ofsted of a significant incident. She is aware who to contact in the local authority if she has concerns about a child and the processes she needs to follow. The childminder has taken extra steps to ensure that children can safely take part in all the experiences offered during the sessions. The childminder demonstrates a good awareness of e-safety. She uses end to end encrypted methods to communicate with parents and provides a safe environment for children to use technology.

p.3

should:

n develop knowledge and an understanding of how children learn outside in order to further enhance the teaching of the curriculum n develop partnerships with local schools to support transition and school readiness.

p.3

Setting details

Unique reference number 2508702 Local authority Bournemouth, Christchurch & Poole Inspection number 10191801 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 3 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019 and lives in Hamworthy, Dorset. She offers care for children each weekday, all year round. She provides funded early education for two-year-old children.

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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 their evaluation of the setting. n The inspector observed the childminder interacting with the children and the childminder explained the purpose and impact of the activities. n The inspector was shown the areas of the home used for childminding. She looked at relevant documentation, including suitability checks for adults living in the home and the childminder's qualifications. n The childminder shared written feedback from the parents with the inspector. n The inspector spoke with the children during the inspection.

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Inspection activities

18 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

18 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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