Slater, Rachel Suzanne

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 are happy and settled in the childminder's nurturing care. She forms friendly and caring relationships with them and they have fun as they learn and develop. She is a good role model and skilfully helps children to share and take turns. They learn to understand their feelings and show kindness towards each other, offering a cuddle when someone is upset.

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The provision is good

The childminder plans a broad and balanced curriculum and prioritises developing children's confidence and independence. She has high expectations of children's ability to do things for themselves, such as getting dressed for going outside. They persevere with putting their boots on and smile broadly as they succeed, saying, 'I did it!'. The childminder praises their efforts and they develop good self-esteem.

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The provision is good

There is a focus on playing and learning outdoors. Children enjoy regular woodland walks where they notice the changes of the seasons and hunt for bugs. They eagerly look for nests in the trees using binoculars and gain a good understanding of the natural world. There are ample opportunities for developing good physical skills on their walks and using more challenging equipment in the local play area. The childminder promotes children's good health very well and children learn about leading healthy lifestyles.

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need to do better?

n Parents speak highly of the childminder, commenting on her kind and caring manner. They particularly appreciate the wide range of activities children enjoy and say their children become more confident. The childminder has regular conversations with parents about their children's progress and makes suggestions about activities they can enjoy at home. This consistency supports children's learning and development well. n Children develop a love of books with the childminder. She skilfully brings stories to life, encouraging children to join in with telling the story. For example, children eagerly pretend to be the animals in a book they are sharing together. They laugh with delight as they try to walk around like penguins and waddle and quack like ducks. They gain good early literacy skills and thoroughly enjoy learning about animals and their characteristics. n Children become confident communicators and express themselves with

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need to do better?

increasing fluency. The childminder chats to children as they play and listens carefully to what they have to say. She repeats phrases back to them and introduces new words to support their good language skills. n The childminder encourages children to count and notice numbers around them. They learn about measuring and use mathematical language as they play. For example, they compare the size of twigs when the are out in the woods and

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need to do better?

25 March 2025 confidently say which is the longest. n The childminder gets to know children well and understands what children need to learn next. She interacts positively as children enjoy the experiences she plans to promote their learning. The childminder provides clear instructions and models new skills, such as using scissors, well. Children have a go and develop positive attitudes to learning. However, at times during adult-guided activities, she misses chances to encourage children to explore and experiment for themselves to extend and deepen their learning further. n The childminder loves working with children and she is experienced in childcare and education. She reflects on her practice and continually adapts to support children's interests and needs. The childminder completes all mandatory training and identifies the need to build on her knowledge further to enhance her teaching skills. n There are effective partnerships with other settings and local schools. The

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need to do better?

childminder passes on valuable information about children's achievements when they are ready to go to school. Children move on to their future education with confidence and self-assurance.

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

should:

n enhance interactions with children to encourage their curiosity to extend their learning and deepen their understanding n seek out further professional development opportunities to raise the already good quality of teaching to an even higher level.

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Setting details

Unique reference number EY459725 Local authority Dorset Inspection number 10388224 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 7 Date of previous inspection 3 July 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Ferndown, Dorset. She works all year round on Monday, Tuesday and Wednesday from 7.30am until 5.30pm. She receives funding for free early education for children aged two, three and four years.

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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 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 The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

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Inspection activities

25 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

25 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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