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

The childminder's positive, energetic approach helps children to quickly settle and enthusiastically get involved in their learning. She gives children lots of opportunities to talk, which helps them make progress in their speaking skills. The childminder includes them in preparations for the day, discussing all the components needed to arrange a birthday party. While children excitedly enjoy blowing up balloons, the childminder introduces new vocabulary, engaging them with phrases such as 'It's stretchy' and encouraging them to talk by sharing their own observations, such as 'This one is yellow.'

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The provision is good

The childminder ensures that children learn from a broad curriculum, preparing them well for their next stages of learning. She incorporates counting into routine activities, giving children numerous opportunities to practise their skills. For instance, children enjoy accurately counting items as they pack away blocks. They make connections in their learning by discussing numerals they see on posters during snack-time conversations.

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The provision is good

Children feel safe and grow in confidence as they participate in discussions. The childminder encourages conversation by asking questions, prompting children to talk about wildlife visiting the garden and discuss how a mother deer cares for her baby. Children benefit from exercise through lots of walks in the local area. They listen to instructions, treat each other kindly and learn to care for their environment.

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need to do better?

n The childminder has crafted an ambitious curriculum that ensures children develop well. She prioritises communication and language, using speaking and discussion as gateways to the curriculum. She adjusts her expectations to ensure age-appropriate learning for all children. For example, she helps older children adjust their grip on pens to develop effective writing habits to prepare them for school. For younger children, she encourages various mark-making activities using different tools, such as drawing funny faces on balloons with pens, so they increasingly develop precision in their hand movements. n The childminder's curriculum fosters children's confidence to be independent. For instance, young children learn to use the toilet successfully and remember to wash their hands with soap. The childminder remains available to help but gives children the space and time to complete tasks on their own. She celebrates their

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need to do better?

successes subtly, helping to reinforce independence as an expectation. Children respond to the responsibility and trust that the childminder instils in them. n The childminder accurately assesses children's needs and adapts her teaching to ensure they acquire the necessary skills to make progress. She recognises when

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need to do better?

19 November 2024 children need help maintaining concentration and adjusts her expectations accordingly. For instance, when children lose focus while the childminder helps them decorate birthday cakes, she encourages them to reflect on their work and consider whether it is complete or could be improved. Children reengage their focus and evaluate if the icing sugar is ready or if it needs extra mixing to dissolve all the lumps. n Children demonstrate good behaviour and have a good attitude to learning. They listen to instructions and play well together, supporting each other during activities. For example, children encourage others who are building towers and are challenging themselves to make it as tall as they can. They celebrate each other's achievements alongside the childminder. When the tower falls, they help by handing over extra blocks to help with a new rebuild. Children persevere and do not worry when things go wrong because they have the confidence to keep

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need to do better?

going. n The childminder models language effectively, creating a rich vocabulary environment through engaging discussions. During snack time, she offers healthy snacks and asks questions, encouraging children to observe and describe what they see. She ensures all children contribute, boosting their confidence to respond with phrases such as 'It's juicy.' However, she occasionally does not check children's understanding of new vocabulary, limiting their ability to successfully know and use unfamiliar words in their communication and language skills. n The childminder has established good partnerships with parents. She keeps them informed about children's development. The childminder shares assessments that help parents understand what their children can do. She offers practical ideas to help further their child's development. Parents appreciate the care she provides their children and say that she treats them as if they were her

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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 check children's understanding of unfamiliar vocabulary so they can improve their communication and language skills even further.

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Setting details

Unique reference number EY540911 Local authority Dorset Inspection number 10367547 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 3 Number of children on roll 6 Date of previous inspection 12 February 2019

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Information about this early years setting

The childminder registered in 2016 and operates from her home in Furzebrook, near Wareham in Dorset. She provides care from Monday to Wednesday, 8am to 5pm, all year round. The childminder holds an early years qualification at level 3. She offers government funded places.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. 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 The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 November 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

19 November 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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