Childminder in Dorset

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children demonstrate that they are happy and secure. They arrive confidently and separate from their parents easily. Children behave well. The childminder praises them for following the rules and routines of the setting, which helps builds their self-esteem and confidence. For example, older children tidy away toys before snack time, with support from the childminder. Children share and take turns and are kind and considerate to each other.

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The provision is good

Children enjoy trips into the community most days to learn about the world around them. For example, they visit local parks where they enjoy plenty of fresh air and exercise. The childminder supports children's language development well. She listens carefully when children speak and repeats back any language that is unclear to help them learn to pronounce words correctly. The childminder adds new words as children play to develop their vocabulary. For example, she explains that a toy is 'spinning' and older children repeat the word.

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The provision is good

The childminder supports children to build their independence in preparation for school. For example, children peel their own fruit at snack time and older children attend to their own toileting. The childminder works with parents from the outset to find out what children already know and can do. She uses this information to plan activities to help children reach the next steps in their development. Children make good progress from their starting points.

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need to do better?

n The childminder has worked hard to improve her knowledge and practice following previous inspections. For example, she has worked with the local authority to develop her curriculum and has built effective working partnerships with parents to help ensure continuity of learning. n The childminder knows children well. She monitors their learning effectively to identify where a child might be at risk of falling behind and works with parents and other professionals to help close any gaps in children's development. n Children are active. The childminder organises a variety of activities to develop their physical skills and help keep them fit and healthy. For example, children climb, balance and learn to negotiate space during regular soft-play sessions. n The childminder is aware that some children need support to develop their social skills following the isolation associated with the COVID-19 pandemic. She

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need to do better?

provides plenty of opportunities for them to socialise with other children and teaches them the skills they need to be able to make friends. For example, she demonstrates to children how to introduce themselves to others. n Children develop a love of books. The childminder reads stories with enthusiasm and children listen intently. Older children join in with the phrases they know and

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need to do better?

6 February 2024 younger children repeat some of the words, which helps develop their language and literacy skills. n The childminder teaches children to count and supports older children to recognise how many objects are present without counting them. For example, she encourages children to play board games and identify the number represented by the dots on the dice. n The childminder supports children to develop their fine motor skills and coordination. For example, children fit jigsaw puzzle pieces together with her support. Older children smile widely as they learn to bend paper to successfully remove stickers from a sheet. n The childminder teaches children to identify risks in their environment to help them learn to keep themselves safe. For example, she teaches children about road safety and the importance of keeping the floor clear to avoid trips and falls. n The childminder tunes into the interests of older children well to nurture and

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need to do better?

develop their learning. However, she does not always organise learning well enough to ensure the individual needs and interests of younger children are fully met. For example, at times, her interactions are not targeted well enough to motivate younger children to join in or to maintain their concentration. n The childminder provides comfort to children and is understanding and empathetic. However, she does not support children to name and describe their feelings to help them to gain a deeper awareness of their emotions to help them learn to manage their own behaviour. n Parents report that they feel well informed about their children's progress and value the wide range of outings their children experience.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n plan activities that are tailored more precisely to reflect the interests and levels of understanding of the youngest children n strengthen the curriculum for supporting children's personal, social and emotional development to help children learn to recognise and talk about their feelings and emotions.

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Setting details

Unique reference number 141022 Local authority Dorset Inspection number 10299034 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 6 Date of previous inspection 24 May 2023

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Information about this early years setting

The childminder registered in 1999. She lives in Blandford Forum, Dorset. The childminder opens Monday to Thursday, from 8am until 5.30pm, all year round. She holds a relevant level 3 qualification in early years.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector talked to parents at appropriate times during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

6 February 2024 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

6 February 2024 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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