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 Not applicable

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The provision is good

Children are very happy, and show they feel safe and secure in the childminder's care. On arrival, they settle quickly into their play and interact happily with others. Children enjoy a broad range of activities and learning experiences that excite their curiosity. The childminder actively encourages them to develop their talents and interests. Children show good levels of independence in their personal care. For example, they pour their own drinks at snack time and put their boots and coats on themselves to go outside.

p.2

The provision is good

Children use their imagination well in their play. For example, they make birthday cakes from dough and put pretend candles on top. The childminder joins in their play to extend their learning successfully. Children count confidently and use their fingers to represent numbers, as the childminder blows out the candles. This helps them learn early mathematical concepts to prepare them for their move on to school.

p.2

The provision is good

Children form strong bonds with the childminder and their peers. They initiate conversations, and show care and consideration towards each other. For example, as they tidy away an activity older children say to the younger children, 'We can do it together'. This helps children build good relationships.

p.2

need to do better?

n The childminder works extremely well with parents and other professionals to support children's specific needs. She follows individual plans and provides extra resources to help her meet the children's individual needs. The childminder's tailored support for children with special educational needs and/or disabilities ensures they make the best possible progress from their starting points. n Children have fun being active outdoors. They develop their fine motor skills to help build their muscles and develop their coordination skills. For example, they use tools to pour, stir and mix cakes in the mud kitchen, and paint with brushes and rollers. n The childminder has high expectations for all children and plans a curriculum that broadens children's experiences. She understands what children know and can do, and builds on this effectively to help children move on to the next stage of their development. As a result, children make good progress in their learning.

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need to do better?

n The childminder recognises the importance of story telling. She reads to children in a way that excites and engages them, introducing new vocabulary and making good use of story props. This keeps children involved and they listen intently. Children have fun as they select the various props and recall what they have learned in the story. n Children show confidence in using language. The childminder provides good-

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need to do better?

2 February 2023 quality interaction with children as she talks calmly and repeats sentences to encourage their communication skills effectively. However, on occasions, the childminder responds too quickly when she asks questions, so children do not have enough time to think and answer for themselves. n Parents value the regular updates about their child's day and ideas on how they can support their children's learning at home. They comment how the childminder goes above and beyond with activities to help their children's development. n Children learn how to keep themselves healthy. They wipe their own noses and wash their own hands, to help prevent the spread of infection. The childminder teaches children about the importance of good oral hygiene. For example, she takes them to visit a Dental Laboratory and talks about the importance of brushing their teeth. n The childminder is passionate about her work. She updates her knowledge and

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need to do better?

skills regularly, such as through training. The childminder uses the knowledge gained to effectively support children's individual needs, for example, learning how to help children with specific language sounds. n Children learn how to behave appropriately due to the consistent and calm approach of the childminder, who acts as a positive role model. For example, she intervenes when two children want the same toy and encourages them to share, so they can both join in with the activity.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her safeguarding knowledge up to date. She knows the signs that may indicate a child is at risk of harm and how to report any concerns about children's welfare. The childminder is clear of her responsibility to keep children safe and supervises children well. She carries out regular risk assessments to identify and remove any potential hazards to children. The childminder gives children gentle reminders as they play, to help them learn how to keep themselves and others safe.

p.3

should:

n give children enough time to think and process their thoughts, to enable them to respond to questions and express their ideas, to maximise their learning.

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Setting details

Unique reference number 2608351 Local authority Bournemouth, Christchurch & Poole Inspection number 10264101 Type of provision Childminder

p.4

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 Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Branksome an area of Poole, Dorset. The childminder operates all year round, Monday to Thursday, from 8am until 5pm. The childminder is registered to provide overnight care. The childminder receives funding for free early education for children aged four years.

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 setting 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 about her intentions for children's learning. n Children spoke to the inspection during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. 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

2 February 2023 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

2 February 2023 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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