Marcham, Tina Jacqueline

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

p.1

The provision is good

Children feel safe, happy and comfortable at this setting. They are confident and eager to learn. Children have a very close relationship with the childminder. The strong bond between them is evident. The childminder praises children for their small successes, such as painting on potatoes to match characters in their favourite stories that the childminder reads to them. Children appreciate this and smile with pride in response. The childminder is a good role model and demonstrates consistency when teaching children about positive behaviour and conduct. Children behave well. They listen carefully and respond positively to the childminder's instructions. Children benefit from a wide range of learning opportunities linked to their interests. For example, the childminder helps children to grow and to maintain their own watercress plants. Children enjoy watering the plants and discuss what items plants need, in order to grow. The childminder supports children to learn

p.2

The provision is good

Parents are complimentary about the childminder. They appreciate the activities their children engage in and have seen clear progress in their development. Parents comment on how happy their children are to attend the setting and on the relationships they have with the childminder. The childminder holds doorstep chats with parents due to reduced direct contact because of the COVID-19 (coronavirus) pandemic. They value the information the childminder shares with them about their children's progress and how to support this at home.

p.2

need to do better?

n The childminder has worked hard since her registration. She seeks opportunities to attend training courses, to help further improve her practice. For instance, she has made use of training to update her knowledge about the impact of the COVID-19 pandemic on children's safeguarding. She shares detailed information with parents through an online messaging system to keep them up to date about their children's progress. She also has good hygiene routines and ensures that everything is clean and safe for the children. n The childminder has a good understanding of child development and knows the children well. She uses their interests successfully to enhance their learning. For example, the childminder uses children's interest in animals to develop their understanding of where food comes from. She uses this opportunity to talk about where eggs come from and about eating healthy foods. However, sometimes the childminder does not use effective questioning or give the

p.2

need to do better?

children time to absorb questions and to respond. n The childminder observes children as they play, completes accurate assessments of their learning and tracks their progress. She checks her assessments against recognised guidance and plans children's future learning based on what they

p.2

need to do better?

28 June 2021 need to learn next. However, the childminder has not been using evaluative practice to reflect on ways to reduce workloads and unnecessary time spent on paperwork, to allow more quality time to be spent with the children. n Books and stories are central to the childminder's practice. She understands how reading books to children helps to build their language and their understanding. For instance, she reads stories with good expression and often pauses to encourage children to finish sentences. n Children benefit from regular outdoor play to support their physical development and a healthy lifestyle. They have fun in the childminder's garden as they ride on balance bicycles, bounce on a trampoline and play football, coordinating their movements well. The childminder takes children out on trips to the nearby parks and the beach, to expand their knowledge of the local community. n The childminder encourages children to develop their independence by

p.2

need to do better?

supporting them to complete age-appropriate tasks. For example, they wash and dry their hands before eating. Children put on their hats and learn why they should apply sun cream in warm weather. The childminder praises children as they tidy away toys independently when they have finished playing. n The childminder is aware of the need to form positive working relationships with key staff at other settings that children attend. She maintains open communications, such as by using a three-way exchange of information online between all parties. The childminder gathers information about what children are learning at other settings and incorporates this within her flexible planning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a strong understanding of child protection issues and of her safeguarding responsibilities. She knows who to contact should she have a concern about children's welfare. She is familiar with local safeguarding procedures for dealing with allegations against herself or a member of her household. The childminder understands the signs and symptoms that may indicate that children are at risk of harm, including from radical and extreme views. She has secure procedures in place for managing accidents, including administering first aid and reporting accidents to parents.

p.3

should:

n provide further opportunities for children to develop their thinking, to allow them more time to answer questions that encourage a more-detailed response n reflect on ways to reduce workloads and unnecessary time spent on paperwork, to allow more quality time to be spent with the children.

p.3

Setting details

Unique reference number EY558615 Local authority Bournemouth, Christchurch & Poole Inspection number 10190662 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 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Bearwood, Poole, Dorset. She operates all year round from 7.30am to 6pm, Monday to Friday. The childminder holds an early years qualification at level 3.

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 provision. n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The childminder shared a sample of documents with the inspector. This included evidence about training and the suitability of those living on the premises. n The inspector observed children and the childminder taking part in activities and assessed the impact this has on children's learning. The inspector and the childminder reflected on a learning experience for children. n Parents shared their feedback and experiences of the setting with the inspector through telephone conversations during the inspection visit.

p.4

Inspection activities

28 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.

p.4

Inspection activities

28 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.

p.5

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