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

The childminder has developed an engaging curriculum for children. Children enjoy playing with a wide range of planned activities that support their learning and development. The childminder plays alongside children, introducing new vocabulary and encouraging understanding of mathematical concepts during activities. For example, when children build houses with construction blocks, she plays alongside them, counting blocks and using positional language, 'higher, higher, let's put this on top'.

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The provision is good

The childminder motivates children as they explore their interests, which helps expand their knowledge and understanding. Outdoors, children make habits for toy dinosaurs as she encourages them to think critically about what the creatures would have needed. Children take pride in these creations, which they make using clippings and cuttings of plants and flowers from the garden.

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The provision is good

Music and movement sessions are lively and enjoyable, providing opportunities for children to play instruments, express themselves, and follow guided dance routines. The childminder encourages children to engage in actions such as clapping and stomping, and redirects their focus when needed, ensuring that activities remain purposeful. Children learn about their bodies through engaging exercises, such as touching their toes. Praise and consistent recognition of positive behaviours, including tidying up, promote children's sense of achievement and cooperation. Children respond well to clear expectations and instructions, enjoying the positive feedback they receive for their efforts.

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need to do better?

n The childminder has developed an ambitious curriculum that incorporates all areas of learning. She prioritises fostering their independence, enabling children to build the confidence to do things for themselves. The childminder interacts well with children to enhance their communication skills and provide them with the vocabulary to describe the world around them. She celebrates the natural world by helping children explore where their food comes from, and by growing cucumbers, tomatoes, and peppers with children. n Children make good progress in their development. The childminder uses tools to identify areas of progress and plan next steps that support further learning. When she identifies gaps in children's learning, she supports them to make quick progress. However, occasionally, the childminder does not precisely identify gaps in children's learning. When this happens, children do not receive the targeted

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need to do better?

support they need to accelerate their progress to catch up in their development. n The childminder actively supports children in developing positive behaviours. She focuses on encouraging kindness and cooperation during play. On the rare

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need to do better?

5 June 2025 occasions when children do not meet her expectations, the childminder gently models appropriate responses and provides clear guidance to redirect actions effectively. Through consistent reinforcement and praise for positive behaviour, children learn to navigate social situations and build respectful relationships with their peers. n The childminder places a strong emphasis on promoting children's independence. She supports children in developing skills to manage tasks independently, such as using cutlery during meals and putting on footwear themselves. The childminder provides specialised tools to encourage progress. She communicates effectively with families, offering guidance on how to continue developing their independence at home. Children demonstrate improvement, such as confidently putting on their wellies. n The childminder encourages children to prepare for creative activities independently, putting on aprons and rolling up their sleeves. During painting

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need to do better?

sessions, the childminder guides children to focus on their projects, helping them explore painting techniques using different tools, such as round sponges. She supports children in experimenting with colour mixing, asking questions to prompt critical thinking and curiosity, such as identifying the colour made by mixing yellow and blue. The childminder actively engages children in discovering new ideas, helping build their understanding through hands-on exploration. n The childminder promotes effective communication with parents, fostering good partnerships to support children's development. She provides regular updates on children's progress, ensuring parents remain informed about their child's learning and experiences. The childminder offers structured routines and a variety of engaging activities that support children's overall development. Families implement some strategies shared by the childminder to enhance learning

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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 improve the use of assessments so that children's needs are precisely identified so that teaching is focused on supporting children to close gaps in their learning quickly.

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Setting details

Unique reference number EY136943 Local authority Bournemouth, Christchurch & Poole Inspection number 10398392 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 3 Date of previous inspection 18 October 2019

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Information about this early years setting

The childminder registered in 2002. She lives in the Creekmoor area of Poole, Dorset. The childminder provides care on weekdays throughout the year, from 7.30am to 5pm. She holds an early years qualification at level 4. The childminder offers government funded places.

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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 The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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

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 June 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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