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 Inadequate

p.1

The provision is good

Children are very happy, settled, secure and confident. The childminder provides a homely environment and children respond positively to her and her assistant's kind and caring approach.

p.2

The provision is good

The newly designed curriculum focuses well on getting children ready for school. The childminder is clear about what she wants children to learn and why. Children are encouraged to be independent and to share, take turns, speak and share their views. The childminder and her assistant talk to the children constantly and introduce new vocabulary.

p.2

The provision is good

Children receive good support to show respect and awareness of others through positive role modelling from the childminder and her assistant. They show empathy for others when they are upset and look to comfort them.

p.2

The provision is good

Children excitedly engage in activities. They enjoy interacting with the childminder and her assistant. They have a positive attitude to learning and love to revisit previous experiences that are fun. They jump up and down with glee to do a dance and movement session indoors, where they move their bodies in different ways. They copy the moves with enthusiasm and listen intently to the instructions.

p.2

need to do better?

n There is a targeted curriculum that enables children to make good developmental progress. It focuses on building positive relationships with others and developing a wide vocabulary. The childminder and her assistant constantly talk to children and engage them in conversations. They are respectful and mindful of children's wishes and needs and provide sensitive support to help children to share and take turns. n Although the curriculum prepares children well for taking the appropriate steps in their learning, it does not focus as sharply as it could to guide the childminder and her assistant in their delivery. For example, although the childminder knows what children need to learn next, there is too much focus on achieving this through organised activities. The childminder does not use daily opportunities as well as she could to extend the learning further and more frequently. n Children gain a strong love of books and understanding of the information they

p.2

need to do better?

can provide. They enjoy and benefit from looking at books and listening to stories. The childminder skilfully draws out children's imaginations as they discuss the contents on each page. She asks questions that encourage the children to share their thoughts and ideas and she links these to prior experiences, for example a trip to the library. Children hear and learn a wide vocabulary, for example 'astrologer', and talk about going into space.

p.2

need to do better?

18 May 2023 n The childminder has worked well to make improvements to her practices and children's experiences. For example, improvements to risk assessments ensure that children explore in a safe environment. The childminder supports her assistant so that they work well together. n The childminder works effectively to meet the needs of those children with special educational needs and/or disabilities. She works closely with parents and other professionals to ensure children receive the timely input they need to help close any gaps in learning. n The childminder and her assistant are kind, caring and supportive of children. They relate well to the children, are enthusiastic and encourage children well to be kind and considerate towards others and their environment. Children show great delight when they have finished tidying up and are ready for the next activity. n There are good opportunities for children to learn outdoors, to be active and

p.2

need to do better?

engage in physical play. Children particularly enjoy playing with balls and show their developing skills, for example to bounce a ball. Children receive good instruction to throw balls and to learn how to play boules. They kick and chase their balls around the garden and try to throw them into a hoop. n Partnerships with parents are good. The childminder works closely with parents to meet children's needs. She keeps them up to date with their children's learning and what they need to learn next. She sends home ideas for parents to continue the children's experiences. Parents also share ideas for learning that the childminder embraces, such as baking cakes.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good knowledge and understanding of safeguarding matters and who to contact should they have a concern about a child in their care or each other's practices. Since her last inspection, the childminder now ensures required documents are accessible and that she keeps an accurate record of children's attendance. The childminder and her assistant supervise children well and help children to understand potential risks. Children recognise how to play safely and when to seek support, for example when their ball goes 'out of bounds'.

p.3

should:

n develop the delivery of the curriculum to make better use of daily opportunities, to help children make greater strides in their progress.

p.3

Setting details

Unique reference number EY388482 Local authority Bournemouth, Christchurch & Poole Inspection number 10270043 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 12 Number of children on roll 7 Date of previous inspection 1 December 2022

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Poole, Dorset. She is open Monday to Friday from 8am to 6pm, all year round. The childminder works with one assistant. She receives the free early years education funding for two-, three- and four-year-old children. The childminder holds a level 3 early years qualification.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector spoke with the childminder and her assistant 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 childminder provided the inspector with a sample of key documentation on request. n The childminder and inspector carried out a joint observation of an activity and discussed the impact that this had on children's learning.

p.5

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.

p.5

Inspection activities

18 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

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