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 Requires improvement

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The provision is good

Children are happy and explore confidently with support from the childminder, who knows them well. Children settle quickly and behave well. The childminder is kind and caring, and models good manners and respectful communication. She speaks gently and allows children plenty of time to respond. Children feel safe and secure within the structure and routine that she provides. They are motivated to learn and concentrate for long periods of time. Children experiment with a range of sensory materials to develop their creative thinking and fine motor skills. For example, they sprinkle oat flakes into water and watch them sink, then add other cereals to the water and explore the texture changing in their fingers.

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The provision is good

Children get plenty of fresh air and are active. They learn to take safe risks in their play, which helps them build confidence and self-esteem. For example, they ably climb the stairs to a tall slide independently. Children enjoy trips into the community. They extend their social skills at local playgroups and visit libraries to help them develop a love of reading. The childminder models language well and children learn new vocabulary. She provides good support for children who speak English as an additional language, and works closely with parents to ensure children make good progress.

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need to do better?

n The childminder provides a well-designed curriculum with a focus on developing children's social, communication and physical skills. She has a good knowledge of how children learn and plans activities based around their interests to help them stay motivated. n The childminder observes children in their play and undertakes regular assessments of what they know and can do to ensure they make good progress. She works effectively with parents to extend learning at home. For example, the childminder sends recipes for play dough for parents to make with their children at home. This activity helps to build children's muscles for holding writing tools and making marks. n Children learn new vocabulary and develop their communication skills. The childminder adds in new words when she describe things, such as 'sticky hands', and models the correct pronunciation of words. Children communicate their wants and needs confidently.

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need to do better?

n Children enjoy listening to stories, songs and rhymes. They join in with some of the words and actions to 'Twinkle, twinkle little star', which develops their physical and language skills, as well as their creative expression. n The childminder values the home language of those who speak English as an additional language through the use of dual-language books. She works closely with parents to support children's language development in English, for example

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need to do better?

21 June 2022 by sending home nursery rhymes to share with their children. n Children learn about their local community, and the childminder provides some opportunities for them to learn more about their own culture. However, she does not fully support children to understand and celebrate their similarities and differences. n The childminder weaves mathematics into children's play. She introduces the language of size, shape and number in planned activities and spontaneous play. For example, children learn the shape names when playing with the shape sorter and the size of containers in the water tray. n Children confidently make decisions about what they want to play with next. They wash their own hands and feed themselves from an early age to develop their independence and self-confidence. n The childminder recognises the impact of COVID-19 on children's learning and development, and has put steps in place to close any gaps. She provides

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need to do better?

opportunities for children to make new friends at local playgroups and develop their social and communication skills. n Parents are happy with the care and education their children receive. They feel well informed about how their children are progressing, and describe the setting as a 'positive and happy environment'. n The childminder has improved her knowledge and practice since the last inspection. She has undertaken training to improve her interactions with children and has a plan in place to ensure further developments. Children receive good- quality care and education in all areas of learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of the signs and symptoms that might indicate a child is at risk of abuse. This includes knowing who to contact to seek advice and how to raise and follow up any potential concerns. The childminder has effective risk assessment procedures to keep children safe indoors, outdoors and on outings. Children are always closely supervised. They learn how to take safe risks in their play.

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should:

n support children to learn more about their similarities and differences, to help develop their understanding of diversity.

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Setting details

Unique reference number EY553842 Local authority Bournemouth, Christchurch & Poole Inspection number 10204509 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 8 Date of previous inspection 22 July 2021

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Information about this early years setting

The childminder registered in 2017. She lives in Poole, Dorset. The childminder operates Monday to Thursday from 7.30am to 5.30pm during term time only. She holds a level 3 qualification in home-based learning.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about their intentions for children's learning. n The childminder and the inspector carried out a joint observation in the outside area. 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 observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

21 June 2022 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

21 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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