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 Good

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The provision is good

Children's communication and language is a particular strength of this setting. The childminder supports the children's development of their home languages and English well. She knows their level of understanding and language and uses this well to build on their vocabulary. The childminder asks meaningful questions and, with targeted support, enables older children to learn and understand 'lighter, heavier' and 'full', for example.

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The provision is good

The childminder has successfully developed a focused curriculum that supports her well to enable children's learning across all areas of learning. She targets children's personal, social, emotional, and communication and language well, ensuring her attention prioritises these aspects of children's progress.

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The provision is good

Children are well behaved, polite, friendly, and express themselves clearly. They are very happy and settled and gaining very good independence skills. Children confidently ask for help when needed, for example when dressing for outdoors or needing to fill their watering can outdoors. The youngest children show emotional security and confidence with the childminder. They move about her home, finding toys of interest, and enjoy frequent hugs and cuddles. The childminder meets children's care needs well.

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need to do better?

n Children benefit from learning outdoors each day. They enjoy long periods in the garden, for example, exploring the environment and impact of the weather on their water play. The childminder plans well to ensure learning is seamless and follows on from previous experiences. For example, when children notice the frosty weather, the childminder freezes water in containers for them to explore the following day. The older children explore the ice and how they can melt it, noticing its patterns, shape, and feel. They gain good mathematical skills as they learn about weight, size, shape and how to solve problems. A younger child explores how water travels down the water wall, repeating the actions again to study its impact. They receive good support from the childminder, who points out certain features of the water travelling, encouraging the child to explore in more depth what happens when they pour a little or lots of water.

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need to do better?

n The childminder follows individual children's regular routines sensitively. Young children snuggle into the childminder for cuddles and enjoy her company. They confidently make their needs known and the childminder recognises what they need and when. Young children babble happily as they explore. They move about the playroom confidently, for example, and press buttons on an interactive toy, repeating their actions to get a response. n The childminder is a positive role model. Her approach and interaction with

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need to do better?

18 January 2022 children is sensitive and caring. She supports children well to learn to be kind to each other and share, take turns and help to tidy up. Children respond well to her instructions for help and assistance. n The childminder uses reflection well to make changes to her practices. Children have benefited from the new water wall that the childminder uses to extend their exploration, experiments, and mathematical learning well. n Children gain good skills ready for the next stage of their learning and school. They learn to be independent and do things for themselves. Children develop a can-do attitude and approach to new tasks and experiences. They learn to sound out the letters to words, helping them to recognise the initial sounds of their names, for example. Older children hold writing utensils correctly and make marks. The childminder encourages them well to gain control and coordination

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need to do better?

of their hand muscles, ready for early writing when they move on to school. n At times, the childminder does not focus her planning and activities as well as she could on the youngest children and what they would enjoy and need to learn next.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear about her responsibility to safeguard children and protect them from harm. She attends and updates her training to ensure she continues to understand the risks and procedures to follow, should she have a concern. The childminder recognises a wide range of potential signs that children may be at risk of harm. She has a clear written policy that outlines the procedures to follow, so parents are aware of what to expect in the event of concern. The childminder supervises children well and teaches them safe practices during daily routines and their play.

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should:

n focus planning and activities more sharply and consistently to better support the youngest children in their learning and play.

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Setting details

Unique reference number EY444784 Local authority Bournemouth, Christchurch & Poole Inspection number 10075144 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 4 Date of previous inspection 14 June 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Bournemouth, Dorset. She is open from Monday to Thursday from 8am to 6pm. The childminder is funded to provide free early education for children aged two and three years. The childminder has a level 5 early years qualification.

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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 childminder. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n The inspector spoke with the childminder about how she manages her setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a planned activity with the childminder. n Parents shared their views of the setting with the inspector through written letters. n The inspector sampled a range of key documents that the childminder uses to support her in meeting the early years foundation stage requirements.

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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

18 January 2022 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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