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

Children's welfare is not assured. The childminder does not always identify circumstances when a child might be at risk of harm. She does not liaise with external safeguarding agencies to discuss relevant information she receives that may impact on children's well-being to help keep them safe.

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The provision is inadequate

Children are warmly welcomed by the childminder who knows them well. She is a good role model and children mirror her kindness in their interactions with each other. Children behave well. The childminder encourages children to take responsibility for small tasks to help build their self-confidence and self-esteem. For example, after a craft activity, children use a child-sized vacuum to tidy up. Children show pride in their achievements as the childminder praises their concentration skills.

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The provision is inadequate

The childminder supports children's language development well. She adds new vocabulary, repeats unclear speech to help children to learn to pronounce words correctly and narrates their play to give their actions meaning. Children enjoy outdoor play as they run around and explore in the garden to develop their physical skills.

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The provision is inadequate

The childminder ensures that children are well prepared for the next step in their education, including school. She places a particular focus on supporting children's communication, social and emotional skills through a well-planned curriculum. The childminder uses assessment well to identify gaps in children's development and takes swift action to close them, meaning that all children make good progress.

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need to do better?

n The childminder's safeguarding practice is not effective. Upon receiving information that might negatively impact on children's welfare, she does not always work with external safeguarding agencies to ensure that she has a full picture of the potential risks to help keep them safe. n The childminder assesses the risks of the setting well to identify and minimise hazards. She manages any accidents that occur effectively, keeping parents updated in a timely way. n The childminder organises a curriculum that meets the individual needs of the children that attend. She considers the impact of the COVID-19 pandemic on children's development, identifying opportunities to develop children's social, emotional and communication skills. For example, she organises activities that encourage children to cooperate and work together to share resources. n The childminder uses assessment well to help ensure that children make good

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need to do better?

progress from their starting points. Where she identifies gaps in children's

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need to do better?

21 May 2024 development, she works with parents and external agencies to help ensure that children receive the support they need. n The childminder engages with children well to encourage them to share their thoughts and ideas. She uses the language of size and adds new vocabulary, such as 'shiny' and 'sparkly' as children use art materials to create pictures. Older children use language well and later describe their creations using the same words themselves. n Children respond positively to the childminder, who is nurturing and sensitive. She undertakes children's intimate care with respect, asking children for their consent before changing their nappies. Children seek the childminder out for cuddles and reassurance when needed and are quickly soothed. n The childminder undertakes training according to her own interests and the needs of the children who attend. She has extensive experience in supporting

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need to do better?

the care and learning of children with special educational needs and/or disabilities. She ensures that information she shares with schools is thorough and includes information about any extra support children receive to aid their transition. n The childminder teaches children to stay safe in the sun. Children learn to seek out shade, wear sun hats and apply sun cream. Children learn to be independent in their self-care. For example, older children wash their own hands and attend to their own toileting. n The childminder provides a variety of activities to support children to develop their hand-to-eye coordination. For example, children peel stickers from paper backing and use glue sticks and scissors. Children develop the muscles they need in preparation for early writing as they use pegs to hang washing on a line. n Parents report that their children are happy and make good progress at the setting. They say that the childminder is 'amazing' and 'supportive' of their

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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

21 May 2024 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

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 EY497645 Local authority Bournemouth, Christchurch & Poole Inspection number 10335720 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. She lives in Poole, Dorset. She works with her husband, who is also a registered childminder. The childminder operates Monday to Friday, from 8am to 6pm, all year round. She receives funding to provide free early education for children aged two, three and four years.

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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 her early years provision, including the aims and rationale for her curriculum. 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 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 observed the interactions between the childminder and children.

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Inspection activities

21 May 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

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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