Childminder in Bournemouth, Christchurch and Poole

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 positive attitude to learning. They are excited when they explore the sand pit and look for different land and water creatures. Children work together, taking turns to dig and discover hidden animals. The childminder interacts with them to support their language development by clearly pronouncing words, 'You've found a cow.'

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The provision is good

Young children move well and benefit from lots of exercise outdoors. Their communication develops well as they experiment with different sounds as they learn to talk. The childminder supports good early physical development by providing equipment and furniture to help children's balancing, cruising and walking. Children develop good resilience, particularly older children. When they work on intricate artwork, they persevere when they find tasks tricky. For instance, they complete drawings of snails and decide to add googly eyes to their pictures. Children concentrate as they apply glue and attempt to place 'eyes' on the correct location. They remain patient when things do not go to plan. With gentle encouragement from the childminder, children maintain their concentration and are delighted with their achievements.

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The provision is good

The childminder quickly settles upset children. She comforts children and gives them time to watch, observe and feel secure. This gives children the confidence to venture out and explore the environment with increasing independence.

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need to do better?

n The childminder's curriculum is ambitious and comprehensive, encouraging children to learn from their surroundings and fostering their curiosity. It includes learning that excites children, such as searching for bugs in the garden and using books to find answers to their questions. Children explore and reveal where mini creatures hide, such as under logs and flowerpots. The curriculum follows children's interests and prepares them for future learning by building their confidence and preparing them for a successful start to school. n The curriculum also supports children's emotional security. The childminder interacts calmly, soothingly and reassuringly with children, making them feel safe and emotionally stable. Children understand what makes them unique. For example, children enjoy drawing and colouring, showing an interest in colours and art. Their self-belief is good, which motivates them to colour pictures using

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need to do better?

watercolour pencils, followed by careful and methodical painting with fine brushes. n The childminder identifies children's needs accurately. She supports children's development by identifying the next steps they need to achieve to ensure that they make good progress. Younger children develop physically and emotionally

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need to do better?

27 February 2025 and learn the skills to communicate well. The childminder is ambitious about the achievements of older children. However, in mathematics, the childminder occasionally does not do enough to support older children to build a deep understanding of the relationship between numbers one to 10, which will help them even more in future learning. n The childminder has high expectations for children's behaviour. Children behave well and understand what the childminder expects of them. On the rare occasions when children's behaviour needs further support, the childminder is proactive and seeks to understand their needs. She collaborates with parents and other partners who work with children to establish a consistent approach to care and expectations. The childminder's collaborative approach quickly addresses children's needs. n Children enjoy books. They freely select books and bring them to the

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need to do better?

childminder to read. Younger children love touchy-feely books. They giggle as they look through the pages, pointing and smiling at the pictures they like the most. The childminder values books, providing children with both story and non- fiction texts. She uses these to support children's understanding of the world. Older children begin to read books through shared reading with the childminder, building a good understanding that print has meaning. n The childminder has developed good partnerships with parents. She communicates with them regularly. She encourages parents with ideas they can do at home and reinforces that parents are children's first educators. She aims to give them the skills to be confident in supporting their child's development, for instance, by providing packs of activities to support children's transitions into school with fine motor control and identifying the sounds of letters.

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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 strengthen the teaching of numbers for older children so that they develop a deeper understanding of the relationships between numbers one to 10.

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Setting details

Unique reference number EY542935 Local authority Bournemouth, Christchurch & Poole Inspection number 10372559 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 11 Date of previous inspection 25 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Broadstone in Dorset. She works with an assistant. The childminder offers care from 7.30am to 5.30pm on Monday to Wednesday, and from 7.30am to 4pm on Thursdays and Fridays. She operates all year around, except for bank holidays and Christmas. The childminder offers government funded places

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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, indoors and outdoors, 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

27 February 2025 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

27 February 2025 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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