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 Met

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The provision is good

Children are happy and content. They develop a strong bond with the childminder and show that they feel safe and secure in her care. This supports their emotional well-being effectively. Children confidently explore the childminder's home. They are able to lead their own play and enjoy selecting their play activities, such as books and role-play resources. The childminder considers what she wants children to learn and the best way to help them move on in their learning and development.

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The provision is good

Children develop their imagination well. They become absorbed in their activities and actively seek out the childminder to join in with their play. For example, they make pretend meals and excitedly tell the childminder about the special 'pizza' they have made for her. The childminder joins in the conversation and models language to develop children's language effectively.

p.2

The provision is good

The childminder experienced a period of closure during the COVID-19 pandemic. She kept in contact via social media with the children and their parents during this time. When children returned to her setting, the childminder adjusted her procedures, such as the drop off and collection routines, to help protect children's health.

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need to do better?

n The childminder supports the individual needs of children well. She helps children to make good progress in their learning and identifies when children need some additional support. The childminder works closely with parents and other professionals to support children's specific needs. For example, she accessed specific language resources to help her develop the children's language skills further. n Children benefit from the childminder's warm and friendly manner. They behave well and listen intently to the childminder, such as cooperating when asked to help to tidy away toys. The childminder teaches children to share resources and think about how their actions can affect others. For example, she gently reminds children to take turns with a particular toy and praises them when they respond. This helps children build positive relationships with each other. n Children have fun as they play outside and develop their physical skills. For

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need to do better?

example, they show good control as they pump water from the tap then carefully pour the water into various-sized containers. The childminder joins in with the children's play. However, at times, she has a tendency to carry out activities for the children. This does not encourage children to solve problems and attempt activities for themselves, to extend their learning fully. n The childminder finds out from the parents about children's family backgrounds and any specific celebrations. For example, she obtains details of some songs in

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need to do better?

1 December 2022 the children's home language, to use in her setting. This helps children feel valued and respected. n The childminder recognises the importance of storytelling. Children independently select books and happily cuddle up to the childminder to listen to their chosen story. This helps to promote children's early literacy skills. n Children learn about mathematical concepts, such as shapes and patterns, when doing puzzles. However, the childminder does not always identify how she can further develop the children's mathematical awareness during their play. n Children learn how to keep themselves healthy. The childminder takes children on frequent outings around their local community, such as to the local park, to ensure that children get plenty of fresh air and exercise. She encourages children to eat healthily and reminds them to drink water regularly to keep hydrated. n Parents say that they feel well informed. They comment on how the childminder

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need to do better?

encourages their child's development and offers advice and ideas on ways to support children's learning at home. n The childminder continues to reflect on her practice to help her make improvements. For example, she is in the process of developing her garden to provide the children with a greater range of play experiences. The childminder links closely with her early years advisor to find out about new ways to support children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to protect children. She knows the signs that may indicate a child could be at risk of harm and how to report any concerns about children's welfare. The childminder completes ongoing risk assessments to help her provide a safe environment for children, both in her home and on outings.

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should:

n encourage children to find ways to carry out activities for themselves, to extend their learning further n make greater use of number and quantity within children's play experiences to help develop their mathematical skills fully.

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Setting details

Unique reference number EY261260 Local authority Bournemouth, Christchurch & Poole Inspection number 10234720 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 3 Date of previous inspection 9 January 2017

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Information about this early years setting

The childminder registered in 2003 and lives in the Northbourne area of Bournemouth, Dorset. She is available to care for children Monday to Friday, from 8am to 6pm, all year round. The childminder holds an early years qualification at level 3.

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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 her evaluation of the setting. n The childminder explained how her early years provision is organised. The inspector held a learning discussion with the childminder on how she supports the children's learning and development. n The inspector spoke to the children at appropriate times during the inspection. n A range of documentation was reviewed, including suitability checks and paediatric first-aid qualifications. n The inspector took account of parents' views about the childminder's setting.

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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

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

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