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 have a positive relationship with the childminder and show they feel safe when they are with her. The childminder provides reassurance and comfort for children when needed. For example, when children become upset, the childminder provides them with cuddles. Parents speak highly of the childminder, who they trust to care for their children. The childminder has high expectations for children's behaviour. Children behave well and say 'please' and 'thank you'.

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The provision is good

The childminder offers children good support to develop their personal, social and emotional skills. She is a good role model. Children learn to share resources and take turns. They are beginning to learn how to recognise their emotions and this is preparing them to be resilient individuals.

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The provision is good

The childminder ensures that she covers all areas of the curriculum and bases activities on children's interests to engage them. She takes the children on varied and interesting outings to local places, such as the supermarket or the tank museum. This helps children to feel part of their local community and they learn about the wider world. Children recall their experiences about a recent trip to the river and share these with each other.

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need to do better?

n The childminder provides a water tray with different containers and tubes so children can test their early maths skills by pouring and seeing which containers hold less or more. Younger children enjoy scooping up and pouring the water out again. n Children build strength in their fingers as they use a 'finger gym' that the childminder has created with utensils such as chopsticks and tweezers. This helps children with their early literacy skills, such as holding a pencil. n At music time, the childminder encourages children as they sing familiar songs. She offers drums and shakers and praises children for trying to use instruments, such as recorders. The children love the noises they make as they shake and beat their hands. n Children love the fairy doors that the childminder has placed in skirting boards and in the garden. She provokes discussion with the children about what the fairies may be doing. This supports children to be imaginative.

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need to do better?

n The childminder manages children's behaviour consistently. She encourages older children to try to solve their own disputes without her intervention. Children learn to compromise and listen to each other, which helps them develop the social skills they need for school. n The childminder has improved the way she assesses the children's abilities. She tracks the children's development and prepares activities that help them to learn

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need to do better?

16 May 2023 and reach their next milestones. She observes children's play and interacts with them to build on their knowledge and skills. However, the childminder does not always consider the developmental stages of the youngest children. At times, younger children observe from a distance and are not as engaged in activities as their older peers. n Snack time is a social time. Children demonstrate that they are making healthy choices as they discuss their favourite fruits. They know that food 'gives them energy'. The childminder uses this time to promote independence as she encourages children to cut up bananas and apples. n The setting has a large garden, where children have learned that they need to water the plants for them to grow. Children recall that compost 'is for growing things' and that 'birds will eat the seeds' if they do not cover the seedling tray. Children learn about the world around them.

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need to do better?

n The childminder has developed trusted relationships with parents. She communicates with them on a daily basis about their children's day, learning and development. Parents value the advice and support the childminder gives them to support their children's learning at home. n Children's self-care routines are supported well. During a nappy change, the childminder talks to the child throughout, encouraging their cooperation and speech. She encourages independence from an early age and promotes children's physical health and well-being effectively. For example, children learn to wash their hands before eating.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder ensures that her home is safe and secure. She has a good understanding of safeguarding and attends regular training to ensure her knowledge is up to date. She can identify signs and symptoms of abuse and what action she should take if she is concerned about a child. She is motivated to learn widely about child protection issues so that no harm comes to a child in her care. The childminder helps children to learn about keeping themselves safe. For example, she reminds children to concentrate when using climbing equipment.

p.3

should:

n extend activities further to engage children of all developmental stages.

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Setting details

Unique reference number EY444884 Local authority Bournemouth, Christchurch & Poole Inspection number 10288993 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 9 Date of previous inspection 8 November 2017

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Information about this early years setting

The childminder registered in 2012. She lives in Charminster, Bournemouth, in Dorset. She operates each weekday throughout the year, from 8am to 5.45pm. The childminder receives early education funding for children aged two, three and four years old. She 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 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 their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

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

16 May 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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