Childminder in Dorset

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 enthusiastically learn and play in a carefully constructed environment that supports all children to be safe and develop well. For example, the childminder introduces road safety to the children through a range of resources, such as the use of paint, loose parts and toy cars. Children lead their own learning by creating slopes and experimenting with the cars to see how fast or slow they go. The childminder builds on this play and introduces the concept of stop and go, to build awareness of when it is safe to cross the road as a pedestrian. She uses children's own experiences of roads to investigate and support the next stage of their learning.

p.2

The provision is good

Children adapt well to daily routines that have been planned to support the childminder's delivery of her curriculum. Children have a strong understanding of what the expectations are, and this helps to promote a culture of kindness, respect and independence. As a result of robust routines, children develop positive behaviour and attitudes towards their peers and adults. For example, children helpfully assist the childminder to prepare the tables for snack time. They wash their hands and sit well, listening intently to the snack-time story. Children report that they are happy here and enjoy playing with their friends.

p.2

need to do better?

n Children develop their gross-motor skills to help their balance, coordination and strength through well-managed opportunities to explore in the garden and on outings. Children move freely using apparatus, such as steps, slides and other equipment, to develop their physical skills. The childminder sensitively supports children to move freely and manage their own risks. n The childminder uses excellent commenting and questioning to develop children's understanding of making marks. The childminder clearly sets out the intention of the learning and development, which supports children to understand that their movements make marks on the paper. As a result of this intentional teaching, children have confidence to develop their mark-making experiences. n Children benefit from excellent partnerships with parents that are nurtured by the childminder. Children have the opportunity to take home story bags created

p.2

need to do better?

by the childminder to support their literacy skills. The childminder uses a home- sharing file to support children to continue their home learning. n Children develop their understanding of measure and size, for example, through planned, adult-led moments with dough. Children sing familiar songs and roll their dough into big, small, long and short sausages. The children are highly engaged and motivated to develop their mathematical skills. n The childminder has a good understanding of child development, which aids her

p.2

need to do better?

13 September 2022 during the use of regular assessment to support children's learning and development. She is able to quickly identify gaps in children's knowledge and skills and offer additional support. For example, through her robust monitoring system, she has been able to identify and address delays in children's communication and language. n The childminder has an excellent system to support toilet training. Children successfully become independent when using the toilet. However, on occasions, the childminder misses opportunities to develop her relationships with children to build on their intimate care routine and overall experience. n The childminder thoughtfully prepares opportunities to develop children's emotional regulation skills. She uses welcome time to support children's emotional well-being and language. The childminder uses props, such as transition bears, to support their emotional literacy. However, she misses

p.2

need to do better?

opportunities in everyday experiences to explore children's feelings and teach them emotive language and regulation strategies to support their ongoing personal, social and emotional development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder confidently understands her responsibility to ensure that all environments the children encounter are safe. This is monitored through regular risk assessments and clear policies and procedures. There are clear procedures for recording and monitoring accidents and injuries. The childminder keeps up to date and attends relevant safeguarding training to ensure that she is able to identify and respond to children who may be at risk of harm. The childminder works with other professionals to seek advice, when required. She knows how to refer to other agencies in the event of a concern relating to a member of the household or person working directly with the children.

p.3

should:

n develop children's emotive language and strategies for regulation through everyday play experiences, to enhance their personal, social and emotional development n enhance nappy changing routines for individual children, to develop relationships and involve them in their intimate care experience.

p.3

Setting details

Unique reference number 2520442 Local authority Dorset Inspection number 10208045 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 4 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. She works with a co-childminder at her home in Salwayash, Bridport. The childminder operates on Mondays, Tuesdays and Thursdays, from 8.30am until 3.30pm, during term time only. The childminder holds a relevant 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 their evaluation of the childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children to find out about their time at the 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 Parents shared their views of the setting with the inspector n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint observation with the childminder.

p.4

Inspection activities

13 September 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.

p.4

Inspection activities

13 September 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.

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