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

p.1

The provision is good

Children build close bonds with the childminder, who is caring and gentle. They behave well and are polite and kind to others. Children are confident and explore independently. They concentrate for long periods and persevere to develop new skills. For example, toddlers pay close attention as the childminder shows them how to use scissors. Children show pride in their achievements and beam with delight when they build a tall tower.

p.2

The provision is good

The childminder encourages children to recall past learning and develop their vocabulary. For example, she asks if they remember how a caterpillar turns into a butterfly, and they recall the word 'cocoon'. Children develop their literacy skills as they join in with the words and actions at song time, and they learn to express themselves creatively. Children get plenty of fresh air and exercise and enjoy trips into the community to learn about the world around them.

p.2

The provision is good

Children are independent and well prepared for the next stage in their education, including school. For example, they put on their own coats, pour their own drinks and can discuss their ideas and needs confidently. Children are happy, safe and secure. They make good progress in a calm and nurturing environment.

p.2

need to do better?

n The curriculum is well designed and is focused on developing children's physical, emotional and communication skills. The childminder uses assessment well to check what children already know and can do to inform her teaching. However, she does not always provide opportunities which challenge children who are particularly advanced in their learning to reach their full potential. n The childminder interacts with children effectively to develop their language and communication skills. She narrates children's play to give their actions meaning, repeats their speech to support correct pronunciation and adds new words to extend their vocabulary. n Children learn early mathematical concepts appropriate for their age. For example, they learn the names and features of different shapes as they draw around them and cut them out. n Children enjoy looking at books independently and turn the pages one by one. The childminder reads stories to help nurture a love of reading and develop

p.2

need to do better?

children's language skills. n The childminder plans activities for children to practise their fine motor skills and develop their muscles for early writing. For example, children thread beads and enjoy drawing, cutting and sticking during art activities. n Children develop their large-muscle skills in the garden and during trips to the forest and local parks. They climb, balance, jump, run and learn to negotiate

p.2

need to do better?

16 March 2023 space. n The childminder follows children's interests to help them to learn about the world around them. For example, when children notice a flower in the garden, the childminder points out the different parts of the flower and names them. n The childminder works closely with parents to share children's progress and offer support and guidance. She asks for feedback about her service via parental questionnaires. Parents say that they are happy with the care and learning their children receive. n Children attend to their own self-care, which builds their confidence and helps to prepare them for school. For example, they use the toilet independently and wipe their own nose. n Children share and take turns. When minor disagreements occur between children, the childminder manages these well. For example, she encourages children to consider the consequences of their actions to help them learn to

p.2

need to do better?

manage their own behaviour. n Children learn to solve problems for themselves through trial and error. For example, they try to fit an action figure into the front seat of a toy tractor, despite the figure being too big. The childminder supports them to test out their ideas and try to achieve their goal, guiding them to the conclusion that it is the wrong size. n The childminder carried on operating, where possible, throughout the COVID-19 pandemic. When children were not able to attend, the childminder stayed in touch with them and their families and provided resources to support children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibilities in keeping children safe. She knows the potential signs and symptoms that a child's welfare might be at risk. The childminder is aware of the processes to follow to report any potential concerns to external safeguarding agencies. She ensures that her safeguarding knowledge is up to date by completing regular training. Risk assessments are robust, and the setting is safe and secure.

p.3

should:

n review planning to make sure that opportunities are available for higher achieving children to extend their learning and make the progress of which they are capable.

p.3

Setting details

Unique reference number EY244564 Local authority Bournemouth, Christchurch & Poole Inspection number 10264805 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 27 June 2017

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Poole, Dorset. She works with her husband, who is also a registered childminder. The childminder operates all year round from 7.45am to 6pm, Monday to Thursday.

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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

16 March 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.

p.4

Inspection activities

16 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6