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 Good

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The provision is good

Children show a great sense of belonging and make strong attachments in the setting. For example, children arrive and jump through the door in excitement. Babies transition seamlessly with open arms from their parents. All children arrive with energy and determination to start their day well. Additionally, parents report that they can go to work with confidence knowing that their children are safe and having a fun day. Consequently, children have the confidence to play, learn and explore throughout their day, checking in with the childminder when they need it.

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The provision is good

The childminder sensitively reminds children of the boundaries and routines throughout the day to promote positive behaviour. Children immediately respond well and instinctively follow her expectations. As a result, children show excellent behaviour and attitudes to each other and the childminder. Children belong to a warm, caring and nurturing home-from-home setting.

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The provision is good

The childminder organises her curriculum well. She uses the local area to provide experiences and tailored opportunities for children to learn and develop. For example, the childminder visits the local farm to support children's understanding of the world. Children learn where food comes from, how to milk a cow and what animals need to survive. The real life exposure to these activities helps children to know and remember more as they grow.

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need to do better?

n The childminder finds a variety of ways to secure children's development in learning about shapes. For example, children explore magnets and enjoy joining these to make structures. The childminder points to the face of the magnets and explores two-dimensional shapes with younger children. She extends older children's learning through building and naming three-dimensional shapes. This helps children to build their knowledge and skills in mathematics. n Children enjoy sitting together at snack time around the table. They have conversations about the fruit they eat. The childminder supports children to develop their language skills through introducing new vocabulary they have not yet experienced. For example, she uses vocabulary to name the fruit, describe the way it feels, looks, and smells. Children carefully smell, feel and taste the fruit, repeating and testing the new words they have learned. As a result,

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need to do better?

children develop well in their communication and language. n The childminder supports children to make progress in their physical development. For example, babies have a lot of opportunity to develop their motivation for tummy time. The childminder makes this very engaging with different spaces and objects to interest them. This careful planning and support helps babies to develop their muscles to be able to sit up, crawl and eventually

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need to do better?

29 October 2024 walk. n The childminder uses assessment to precisely evaluate her setting. She regularly develops her knowledge and understanding of child development through ongoing training, such as courses to promote strategies to develop children's understanding of different emotions. Following the training, she ensures she validates children's feelings and gives them time to express themselves. Furthermore, the childminder uses social stories to help with the elements of the day for some children. This supports children in their personal, social and emotional development. n The childminder promotes children's love of reading. Children pick their favourite stories to explore and listen attentively. They enjoy pointing at key parts of the story and repeating the language they hear. Older children repeat key phrases from the story, showing great joy as they participate. This supports children to develop the literacy skills and knowledge needed for reading.

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need to do better?

n Most children become independent in their hygiene routines. For example, they demonstrate when it is important to wash hands as part of a daily routine. However, younger children do not always get the same experience to build on the foundations to support their own self-care and growth. For example, the childminder does not always support younger children to wash their hands or begin to try to pull their own trousers up as part of their toileting routine. n Children have some experiences to develop their skills to make marks outside in the natural world. For example, on local walks, children make marks with sticks in the mud. However, the childminder does not always prioritise making marks in the indoor environment, to extend children's early writing skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n develop experiences for children to engage in making marks in all environments, to support their learning and development in literacy n ensure younger children have opportunities to develop their independence in all hygiene routines, to help them make progress in their self-care and toileting.

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Setting details

Unique reference number EY469752 Local authority Dorset Inspection number 10357908 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 4 Date of previous inspection 4 December 2018

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Information about this early years setting

The childminder registered in 2014. She lives in Upton, Poole. The childminder operates from 8am to 5.15pm, Monday to Thursday, all year round. The childminder holds an appropriate childcare qualification at level 6. She works with one assistant on occasions. The childminder offers government funded places for childcare.

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Inspection activities

n The inspector observed the quality of education being provided 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 Parents shared their views of the setting with the inspector. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector observed the interactions between the childminder and children.

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Inspection activities

29 October 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

29 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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