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 are very happy and settled in the childminder's care. They benefit from a warm and nurturing environment in which they develop loving relationships with the childminder and her assistant. They show affection, share jokes and laugh together. Children are interested and motivated to learn. They join in the activities with excitement, telling the childminder 'wow' when they see what she has organised.

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The provision is good

Children benefit from a well-planned curriculum with a balance of child-led and organised activities to help them make good progress in their learning. This includes themed activities. For example, children go for walks to collect natural resources, such as horse chestnuts, cones and nuts. They find facts about these in books and use them to make displays and to create with. Children engage for long periods in their play. The childminder joins in to maintain their interest, making suggestions and asking questions.

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The provision is good

The childminder has high expectations of children's behaviour to help them develop positive attitudes and good social skills. Children behave very well, play kindly and use good manners. They explore and create freely. For example, they experiment with textures and colours in a tray of foam, adding objects to make patterns and designs. The childminder teaches children how to keep themselves and others safe, such as how to use scissors safely in craft activities.

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need to do better?

n The childminder knows the children well and is clear what she intends them to learn next. She provides well-planned activities and learning experiences to help them achieve their developmental goals. For example, children learn to use tweezers to pick up objects, to support their early writing skills. n The quality of teaching is good. The childminder and her assistant provide realistic challenges to build on what children already know and can do and to re- enforce what they have recently been learning. For example, they use puzzles and games to encourage older children to count further and to sequence numbers. The childminder helps younger children to learn about number language with singing, books and counting in play. n The childminder creates exciting activities that captivate children's interest and motivate them to learn. For example, they all join in favourite stories with dancing and actions. The childminder includes them all in developing and

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need to do better?

changing the story. This helps to energise children and encourages their ideas, imaginations and enjoyment of stories. n The childminder supports children's communication and language development well. She instigates discussions to encourage children to communicate and to

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need to do better?

7 November 2022 talk about their own lives and feelings. The childminder teaches them lots of new words to increase their vocabulary. For example, children learn words such as 'whoosh' and 'slithery' in creative activities. n Children develop good skills to help prepare them for school and to build their confidence. They learn to manage tasks independently, such as managing their lunch boxes, and have opportunities to develop their fine-motor skills. On occasions, the childminder and her assistant miss opportunities to encourage older children to solve simple problems for themselves. to enhance their learning even further. n Partnerships with parents are highly effective. The childminder involves parents closely in their children's development and values their feedback as part of her professional development. Parents share very positive views of her provision. They state, for example, that their children have flourished in her care, have

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need to do better?

grown in confidence and have made a lot of progress. n The childminder values self-evaluation and professional development to enhance her provision. She provides regular supervision for her assistant. This allows them to discuss training and to make improvements to the quality of care they provide for children. For example, the childminder has created activities to help children learn about dental care and 'busy bags' for them to choose activities while waiting for others to finish their meals.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a clear understanding of their safeguarding role and responsibilities. They know the correct procedures to follow in the event of a concern about a child's welfare to help keep them safe from harm. The childminder keeps her knowledge up to date with new guidance and training which she shares with her assistant to ensure they are both aware of the risks to children, including any local issues. The childminder maintains safe play areas for children and ensures safety measures are in place to keep children secure.

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should:

n encourage older children to think through and solve more practical problems, to enhance their learning even further.

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Setting details

Unique reference number 510849 Local authority Bournemouth, Christchurch & Poole Inspection number 10234586 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 12 Number of children on roll 9 Date of previous inspection 19 December 2016

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Information about this early years setting

The childminder registered in 1996. She lives in Poole, Dorset. The childminder offers care from 7.30am to 5.45pm, Monday to Thursday. She receives funding to provide free early education for children aged three years. The childminder holds a relevant qualification at level 3. She regularly works with an assistant.

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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 setting. n The childminder completed a learning walk around her home with the inspector and explained how she meets children's needs and delivers the curriculum. n The inspector observed activities and the quality of the childminder and her assistant's interactions with the children. n The inspector sampled the childminder's documentation and discussed her knowledge of the requirements of the early years foundation stage. n The inspector took account of parents' views.

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Inspection activities

7 November 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

7 November 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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