Richmond, Gabrielle

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

Children arrive with smiles and hugs for the childminder, eager to start the day. The childminder's highly ambitious curriculum ensures children acquire the essential skills and knowledge needed to excel in future learning. She engages children in fun, practical learning activities, such as teaching children to cut using scissors, demonstrating how to hold scissors effectively and how to hold and move the paper for accurate cutting. This approach builds their confidence, and they love using the skills that they have learned by creating their own decorated butterflies. Children also develop increasing control of their bodies through lots of physical activity, crawling through tunnels and refining their balancing skills during yoga routines.

p.2

The provision is outstanding

The childminder and her assistants excel at storytelling, captivating children with clear introductions and encouraging their participation. Each child contributes by describing pictures, such as 'It's a frog on a log.' As they read, children observe and discuss the characters' emotions. By pausing for rhymes, the childminder allows children to complete sentences, which fosters their engagement, concentration and enjoyment. Children actively listen, predict rhymes and enthusiastically participate.

p.2

The provision is outstanding

The childminder and her assistants respect and appreciate children's conversations so that they feel confident sharing their ideas. Children are calm, confident and resilient. They take the initiative when organising themselves, with the childminder and her assistants providing both the space and support needed for success. This nurturing environment encourages children to develop independence and self- assurance, ensuring they are well-prepared for their future learning journey.

p.2

need to do better?

n The childminder's curriculum is highly ambitious and gives children the skills and knowledge that they need to make excellent progress. She places a high value on providing children with the confidence to know, use and understand vocabulary. For example, the childminder often uses focused weekly stories, such as 'The Hungry Caterpillar,' to integrate a wide range of discussion and language through themes like healthy eating, dental hygiene and number recognition. The childminder makes sure that her curriculum supports children to be ready, confident and competent in skills when they start school. For example, children practise pencil control with an efficient grip. They support children to gradually build the skills they need by drawing circles and lines with increased accuracy, which forms the fundamental control they need to write letters at a later stage of development. n The childminder accurately assesses each child's needs and adapts curriculum

p.2

need to do better?

28 November 2024 activities and interactions to ensure they practise essential skills and knowledge daily, fostering rapid progress. For example, when children have gaps in speech and language development, she identifies these quickly and purposefully engages them with targeted questions and activities, providing frequent and motivating reasons to talk. Consequently, children make swift progress and quickly catch up with their peers. n Staff excel at promoting children's confidence in mathematics and teaching them essential number skills. For example, they provide children with rubber ducks with numerals written on their backs. When asked, children select the ducks with the appropriate numeral. When children make mistakes, the childminder and her assistants support them in comparing their numerals with others so that they gain experience recognising their own misconceptions and correcting themselves. Because of this, children are developing a positive attitude towards

p.2

need to do better?

numbers and building the confidence and resilience to self-correct. n Children exhibit exemplary behaviour. They follow staff instructions, assist in tidying up story items and independently prepare to go outside. Staff empower them to make their own decisions, such as fetching and putting on their coats. Children seamlessly transition from outdoor play to snack time, demonstrating remarkable independence and cooperation. n The childminder's strong partnerships with parents ensure effective communication of children's developmental needs and achievements. She provides practical ideas, such as verbal questions including 'Would you like an orange or an apple?', to help parents support their child at home. She designs a flexible settling-in process, gradually allowing children to become familiar with the environment and staff. As a result, children settle quickly and form positive attachments with the childminder and her assistants, supporting them to feel

p.3

need to do better?

secure and safe in her care. She accurately collects and assesses children's starting points using a tick list, providing parents with detailed feedback on their progress.

p.3

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

Setting details

Unique reference number EY544098 Local authority Bournemouth, Christchurch & Poole Inspection number 10367909 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 9 Number of children on roll 21 Date of previous inspection 28 February 2019

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Bournemouth and offers childcare on weekdays from 8am to 5.30pm throughout most of the year. The childminder holds a childcare qualification at level 3 and works with two assistants. The childminder offers government funded places.

p.4

Inspection activities

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 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 and the childminder carried out a joint observation of a communication and language activity. n Children spoke with the inspector during the inspection. n The inspector talked to the childminder and her assistants 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. n The inspector viewed the provision and discussed the safety and suitability of the premises.

p.4

Inspection activities

28 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.

p.4

Inspection activities

28 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6