Childminder in Bournemouth, Christchurch and Poole

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children clearly enjoy their time with the childminder. They show good levels of confidence and seek reassurance from the childminder as needed. Children build good relationships with each other and play well together, taking turns and sharing resources. For example, children sit together and use their imagination as they paint rainbows. They take turns using the different colour paints and show interest in each other's pictures. In general, the childminder knows their individual needs and abilities. However, she is not using this information effectively to challenge all children to help them make the best possible progress given their starting points. Children are not always sufficiently motivated in their learning and lose focus in the activity.

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The provision requires improvement

Children learn some appropriate hygiene routines but they are not fully embedded to help the children to follow them. For example, children use a camping toilet but do not automatically wash their hands. At other times, the childminder stores cat food in bowls on the kitchen surface and the cat eats from there.

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The provision requires improvement

The childminder builds sound relationships with parents. They drop off and collect from the door that was introduced during the COVID-19 pandemic. The childminder has continued this as she feels it is effective. The childminder talks to parents at these times about their children's progress and what they can do at home to support their children.

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need to do better?

n The childminder does not have high enough expectations for the children to make sure they are making the best possible progress. Her curriculum is not fully effective and consistent. Therefore, children make steady rather than good progress. The childminder is inconsistent in her teaching methods. At times, children engage well, and at others they lose interest. The childminder misses opportunities to build on what the children know and can do. For example, children show interest as they play a game of bingo. However, some children lose interest, and this disrupts the learning of others because the childminder puts the activity away. n The childminder has not fully considered good hygiene practices, such as making sure pet food is stored hygienically, and encouraging the children to regularly follow good hygiene practices. Children use the camping toilet that is in the kitchen, but the childminder does not remind them to wash their hands, or to

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need to do better?

use the wet wipes. Children often use their sleeve to wipe their nose. In addition, the childminder takes the children outside before the area is prepared, and suggests getting a towel to dry the equipment, but does not follow through. Consequently, children do not always learn good hygiene routines to support

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need to do better?

1 December 2022 their health and well-being. n Children build good relationships, and even children that have recently started show good levels of confidence in the childminder's care. They are keen to talk with visiting adults about what they enjoy doing at the childminder's and their favourite outings to the nursery and feeding the ducks. n The childminder acknowledges that she has been focused on her other childcare venture and has not been focused on her childminding. As a result, the childminder is not providing meaningful play opportunities to fully support children's learning. They become distracted and lose interest, which means their learning is not as effective as it could be. n The childminder plans outings in the morning in the local area to enable children to learn about their community and the wider world. However, the childminder is not sufficiently planning activities when in the home to fully support children's

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need to do better?

development. n Children behave well. They show good manners and respond well to the childminder when she is helping them to learn the boundaries and expectations. For example, she reminds them to use their indoor voices. Children willingly tidy up when they have finished playing with the art and craft materials, cars and garage. The childminder effectively uses praise to help them learn to share and take turns. n The childminder works in partnership with parents. She sends photographs of the children involved in their play to enable parents to see what their children are doing during the day.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are appropriately safeguarded. The childminder has recently completed refresher training in safeguarding, keeping her knowledge up to date. She knows the procedures to follow in the event of a concern about a child's welfare. The childminder provides a safe and secure environment where children learn to take controlled risks to help them manage their own safety. The childminder completes regular risk assessments, particularly on outings, to enable her to keep children safe.

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Due date

1 December 2022 ensure that the curriculum is challenging for all children, to enable them to make the best possible progress from their starting points. 20/12/2022

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should:

n improve how children's health and well-being are promoted by teaching them how to follow good hygiene routines, and ensure pet food is stored hygienically.

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Setting details

Unique reference number EY548850 Local authority Bournemouth, Christchurch & Poole Inspection number 10265631 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 5 Number of children on roll 8 Date of previous inspection 6 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Poole, Dorset. She offers care from 7.30am to 6pm, Monday to Friday. The childminder receives funding to provide free early education for three- and four-year-old children.

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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 inspector looked at a sample of the childminder's documentation and discussed her knowledge of the requirements of the early years foundation stage. n The inspector and the childminder completed observations and talked about the childminder's curriculum to support children's learning. n The inspector spoke with the children at appropriate times throughout the inspection.

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Inspection activities

1 December 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

1 December 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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