Martin, Rebecca

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 respond very positively to the calm, nurturing approach given by the friendly childminder. They form secure bonds and are reassured and settled in her care. Children play in a welcoming home environment that is organised to provide a wide variety of play opportunities for children to explore. Children behave very well. They recognise the daily routines, which help them to feel secure, knowing what will happen next. For example, they know to wash their hands before having their snack. They happily take turns with their friends when using the ride-on toys in the garden and help to push each other's cars onto the 'ramp'. Children show great delight as they then go whizzing down the ramp and develop good control and balance to come to a stop on the grass. Children show concern for others. They ask about a friend who is not with them and then say, 'They are a bit poorly.'

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The provision is good

The childminder gets to know the children well and understands how they learn best. She provides a curriculum that gives emphasis to learning through outdoor play. The childminder follows children's interests and encourages their curiosity and participation in play that supports all areas of their learning. This contributes to them making good progress. Children develop their imaginations well. For example, they make a pretend meal using the play food and water at the mud kitchen. They decide to give their dolls a bath in the bubbly water outdoors. Children make a birthday cake out of play dough and say to the childminder, 'It's for you!' They put candles in the top and sing to her and then say, 'Now you can blow them out.'

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need to do better?

n The childminder continues to develop her professional knowledge and understanding about children's development. For example, she has raised her awareness about different pedagogies and how these help children's learning. n Parents comment very highly about the childminder. They say she is amazing and supportive and their children love going to see her. Parents comment on how well the childminder keeps them fully informed about their children's achievements and gives them ideas on how to support their development at home. n The childminder supports children's physical health and well-being effectively overall. She ensures that children benefit from playing outdoors and having exercise each day to develop their strength and good health. For example, they develop confidence and coordination while climbing up a short ladder to look at the diggers in the road. Children have great fun splashing in large puddles on

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need to do better?

their outings with the childminder and gain good control jumping with both feet together. n Children develop good communication and language skills. They begin to use language well to express their ideas and interact with others. For example, they

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need to do better?

5 March 2025 choose a favourite story tape and ask a friend, 'Would you like to listen to this?' They are confident to talk with a visitor and tell her about who is collecting them that day and what they will be doing later. n The childminder monitors children's progress and observes their play to help her identify their next steps of development. She knows what she wants children to learn and supports their learning effectively overall. However, occasionally, she does not make full use of opportunities to extend children's critical thinking further, for example, to help them think how to solve simple practical problems themselves within their play more consistently. n Children have a keen interest in mark making. The childminder uses a variety of resources to help children develop the strength in their hands needed to support their early writing skills. For example, children try hard to squeeze play dough

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need to do better?

through a garlic press. They learn to close the blades of scissors safely when cutting through clumps of grass. Children begin to draw recognisable shapes and add features, such as the cheeks and chin of a dog. n The childminder continually reflects on her practice and how she can improve it. Since the last inspection, she has reorganised the outdoor play area to support children's learning more effectively. Children move around confidently outdoors and become absorbed in the range of activities. However, at times, there are too many toys and resources left across the floor indoors. This sometimes limits the available space children have to move around easily in their play. n The childminder praises children often for their efforts. She talks with them about their families. This helps children gain good self-esteem, and they feel valued in her care. The childminder talks sensitively with children about their

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need to do better?

emotions and successfully encourages them to work together in their play. For example, they take turns to scoop up sand and pour this into a tall cardboard tube, helping each other to hold this upright.

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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 make more use of opportunities to help children solve simple practical problems themselves within their play consistently well n ensure that play areas provide sufficient clear floor space to enable children to move around easily.

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Setting details

Unique reference number EY546493 Local authority Dorset Inspection number 10380329 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 5 Number of children on roll 5 Date of previous inspection 5 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Wyke Regis, Weymouth. She operates Tuesday to Thursday, from 8am until 5pm, for 48 weeks of the year. The childminder receives government funding. The childminder has a degree in early years.

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Inspection activities

n The inspector and the childminder completed a joint observation of an activity and discussed the quality of education that is provided. n The inspector viewed a sample of digital documentation, such as the childminder's register and safeguarding records. n The inspector observed children's interactions in play indoors and discussed their learning and development with the childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The inspector took into account the written views of parents.

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Inspection activities

5 March 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

5 March 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

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