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 Good

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The provision is good

The childminder provides a homely and stimulating environment in which children flourish. She is attentive to children's needs and responds quickly, for example when they need their nappy changing or a drink of water. Children have formed positive, close relationships with the childminder. They demonstrate their feelings of security as they play happily alongside her.

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The provision is good

Children are motivated to learn. They are curious and investigate the toys available in a variety of different ways. Children are independent and have opportunities to make their own decisions about what they would like to play with. They behave well and they respond well to the childminder's calm and consistent approach.

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The provision is good

When the childminder suggests that children go outdoors, they try eagerly to put their coats and wellies on. The childminder marks out a hopscotch grid on the garden path, and older children learn to recognise and write numbers one to 10. Younger children practise jumping and hopping along the grid.

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The provision is good

The childminder is aware that due to the COVID-19 pandemic, some children had fewer opportunities to mix with other people, apart from family members. She understands that the behaviours children show may be due to how they are feeling. As a result, she provides lots of support, empathy and reassurance, to help children to settle happily.

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need to do better?

n The childminder has relevant resources for the children, which are accessible. She plans a curriculum which is engaging. The childminder observes the children, their interests and development, and plans suitable activities as a result. She extends the children's learning, and they make good progress. n The childminder supports children well while they are settling into her provision. She offers settling-in visits and uses this time to get to know the children and families, to allow her to provide the best care possible. The childminder helps children who are preparing for school to develop skills for their future learning. For example, she supports children to understand the alphabet and numbers beyond 10. n Children develop good communication and language skills overall. The childminder models language well. When she reads children stories, she encourages them to repeat phrases in the book. However, at times, the

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need to do better?

childminder's questioning does not give the children enough time to respond. She often answers for the children or asks another question, limiting children's opportunities to use the language they have already acquired. n The childminder has routines which support the children to feel secure. Children

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need to do better?

6 October 2022 respond positively when she asks them to tidy up and they learn to wash their hands before lunch. They sit together around a table with the childminder as they begin to learn about healthy food. n The childminder is sensitive to children's individual needs. For instance, she provides cuddles and reassurance for children who are not feeling well, and contacts parents to collect them. This helps to minimise the spread of any illnesses. n Parents comments that the childminder communicates effectively with them. She shares photos of the children as they learn and play at her setting. The childminder discusses children's progress and supports parents to help children learn. For example, she works with parents to support children's development, such as potty training and social skills. However, the childminder has not yet built on the relationships with the staff at other settings that the children attend,

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need to do better?

to ensure continuity and consistency in children's care and learning. n The childminder uses experiences outside her home to support the children's learning. She meets with other childminders regularly, to provide jointly interesting activities and trips for the children. For instance, they enjoy walks around the parks and visits to local places of interest, such as the local library and toddler groups. Children meet with other children of a similar age, develop their confidence in new situations and develop their social skills and understanding of the world.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident in her knowledge and understanding of how to keep children safe. She understands the indicators that a child may be at risk from harm. The childminder knows the procedures to follow should an allegation be made about herself or a member of her family. She ensures her safeguarding training is up to date and that children stay safe. The childminder monitors all areas of her home and assesses risks on outings to ensure all children encounter minimal hazards.

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should:

n enhance the use of questions to enrich children's learning and development and support their critical thinking skills n strengthen procedures for sharing information about children's learning and development with staff at other settings they attend.

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Setting details

Unique reference number EY221719 Local authority Dorset Inspection number 10234641 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 5 Date of previous inspection 17 October 2016

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Information about this early years setting

The childminder registered in 2002. She lives in Blandford Forum, Dorset. The childminder operates Monday, Tuesday and Thursday, from 9am to 5pm, all year round. She offers funded early education for two-, three- and four-year-old children. The childminder holds an appropriate childcare qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder explained the curriculum for children to the inspector. The inspector viewed the areas used for childcare. n The inspector observed the quality of interactions between the childminder and children, and evaluated the impact on children's learning and development. n The inspector reviewed essential documentation, including the childminder's paediatric first-aid certificate and evidence of the suitability of persons living in the household. n Parents' views were taken account of by the inspector.

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Inspection activities

6 October 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

6 October 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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