Childminder in Bournemouth, Christchurch and Poole

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder does not always follow appropriate safeguarding processes to help keep children safe. He does not always identify when circumstances in children's lives may present a risk of harm. When receiving information that might impact on children's well-being, he does not always liaise with external safeguarding agencies to ensure that he has all the information he needs to help keep children safe.

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The provision is inadequate

Children build strong attachments with the childminder, who is kind and caring. They seek him out for cuddles and reassurance when needed and settle quickly. Children behave well. The childminder supports children to follow the rules and expectations of the setting. For example, he encourages them to tidy away resources after using them. The childminder shows genuine interest in children's thoughts and ideas and provides good-quality interactions that nurture children's language development. For example, he introduces the words 'experiment' and 'kneading' as children make play dough. Children enjoy plenty of fresh air and exercise in the garden to help keep them fit and healthy.

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The provision is inadequate

The childminder is clear about what he wants children to learn and delivers a curriculum that meets children's individual needs. He identifies when children might be at risk of falling behind and works with parents and other professionals to help close any gaps in their development. Children make good progress from their starting points, and the childminder shares appropriate information with schools to aid children's transition into school.

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need to do better?

n The childminder does not take action to contact external agencies to discuss information that he receives that might impact on children's welfare. This means that he does not always have a full picture of the potential risks to help enable him to keep children safe. n The childminder assesses the risk of the children's play environment effectively. He ensures that resources are suitable for children and removes any potential hazards. He manages any accidents that occur well and informs parents in a timely way. n The childminder designs a curriculum that focuses on developing children's social, emotional and language development. He identifies that children's learning in these areas is sometimes affected by the isolation caused by the COVID-19 pandemic, and organises learning opportunities to help to close these gaps. n The childminder uses assessment well to identify when children might be at risk of falling behind. When he identifies gaps, he takes swift action to consult with

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need to do better?

parents and obtain further support from external agencies, when needed. The

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need to do better?

21 May 2024 childminder has extensive knowledge and experience in supporting children with additional needs. n Children's language skills are well nurtured. The childminder uses signing to support children's non-verbal communication. He adds new vocabulary and repeats unclear speech to help children learn correct pronunciation. Children use language well. For example, as they hunt for gems in the garden, they say they cannot find the 'dark blue' or the 'clear' one. n The childminder nurtures children's curiosity. For example, he uses technology to support children to find out the answer to their question, 'How high can a grasshopper jump?' He teaches children about internet safety to help them learn to keep themselves safe. n The childminder notices and praises positive behaviour, for example when children share or take turns. Children concentrate for long periods of time due to activities and resources that are organised to meet their individual needs and

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need to do better?

interests. The childminder teaches children how to follow rules, such as not peeking while other children hide gems around the garden in a game of hide and seek. n Children develop their gross motor skills as they run, climb and explore outside. The childminder provides plenty of opportunities for children to practise and develop their fine motor skills and hand-to-eye coordination. For example, he encourages children to catch items as they roll down a slope, and to manipulate play dough using their hands and tools. n The childminder encourages children to be independent in their self-care in preparation for school. For example, older children put on and take off their own shoes and attend to their own toileting. n Parents report that their children are happy with the childminder and that they feel well informed about their children's progress.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

liaise with external safeguarding agencies in a timely way to enable relevant information to be shared regarding children's welfare 22/05/2024

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Due date

21 May 2024 improve safeguarding knowledge to be alert to all potential issues of concern in a child's life and ensure that appropriate safeguarding protocols are followed. 04/06/2024

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Setting details

Unique reference number EY497626 Local authority Bournemouth, Christchurch & Poole Inspection number 10335719 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 8 Date of previous inspection 25 June 2018

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Information about this early years setting

The childminder registered in 2016. He lives in Poole, Dorset. The childminder works with his wife, who is also a registered childminder. He operates from 8am to 6pm, Monday to Friday, all year round. The childminder receives funding to provide free early education for children aged two, three and four years. He holds a relevant qualification at level 6.

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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 childminder. n The childminder and the inspector discussed how the childminder organises his early years provision, including the aims and rationale for his curriculum. 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 talked to parents at appropriate times during the inspection and took account of their views. n The inspector carried out a joint observation of a group activity with the childminder.

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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

21 May 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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