Gichuru, Caroline Jerusha Muthoni

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children respond easily to the childminder's warm welcome on arrival. They show delight at seeing a friend arrive and settle to play happily. They move around the home confidently, finding toys they want to play with. Children learn to share and take turns. They learn to help others and are willing to tidy up their toys when asked. The childminder recognises children's individual learning styles. She supports children well to make good progress using the Montessori approach within a broad curriculum.

p.2

The provision is good

Children enjoy sensory play and spend time emptying and filling containers with water and sand. They develop problem-solving skills as they work out how to squeeze the handle on the water spray to make this work. Children show good concentration and control in their movements as they carefully carry small cups of water to and from the trays. They show great excitement as the childminder blows bubbles for them and have fun chasing and trying to catch these as they float in the air. Children develop their understanding of the world well, such as when finding the toy sea animals in the water tray. They learn the names of these and eagerly tell the childminder which is a 'whale shark'. Children like going for walks with the childminder, such as to a nearby river on a nature reserve, where they see swans and horses.

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need to do better?

n The childminder continues to review and develop her knowledge of childcare issues. For example, she networks with other childminders and has raised her awareness of a wider range of activities and resources to provide to help children's learning. In addition, she has changed the play areas to provide a calmer environment to help children focus more on the activities offered. n Children learn good self-care skills to help them keep fit and healthy. The childminder talks with them about how to clean their teeth and why this is important. Children learn to wash their hands well and enthusiastically sing their special song about 'washing the germs away'. They learn about keeping themselves safe and tell the childminder they must stop, look and listen for cars before crossing roads. The childminder plans games for children to help with their balance and coordination skills. For example, children concentrate well

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need to do better?

holding an 'egg and spoon' while walking along a line of tape stuck to the floor. n The childminder monitors children's achievements and identifies how they need to progress. She provides a good range of activities that help children develop their concentration and the skills they will need for their future learning. At times though, she misses opportunities to build on children's immediate interests consistently well. For example, to extend the curiosity children show about toys that sink or float and enable them to experiment with other objects to challenge

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need to do better?

17 July 2025 their thinking even further. n Parents comment very positively about the childminder. They value her support and knowledge and welcome the frequent information she shares with them about their children's achievements. The childminder gives parents ideas about how to help their children's next steps of development. This helps to provide a continuous approach for children's care and learning needs. n The childminder supports children's communication and language skills very well. For example, children help to make fruit juice with the childminder and join in saying, 'squish and twist' as they press grapefruit, oranges and lime onto a juicer. They hear the childminder introduce words, such as pulp, citrus, sour and bitter. Children recognise the repeated phrases of a favourite nursery song about sleeping bunnies and join in singing, 'They're so still – are they ill?'. They listen carefully and anticipate the actions for the song, smiling with delight as they

p.2

need to do better?

enthusiastically jump up to 'wake up and hop' around the room. n Children enjoy painting and drawing and show pride in their work as the childminder praises their efforts. As part of her curriculum to support physical development, she provides activities that promote children's fine motor skills, such as using Montessori tools and kneading play dough. However, the curriculum could be further extended to include more opportunities that develop children's upper body strength, for example, to help children build the control they need for early mark making and writing through play. n The childminder supports children well to understand acceptable behaviour. She gently reminds children about using their listening ears and 'kind hands' when playing with their friends. They use good manners readily. Children like to help the childminder make a cake for a friend's birthday, showing kindness to others.

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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 provide more opportunities to help children develop their larger arm muscles within their play to support their early writing skills even further n make more use of opportunities to extend children's interests in play to challenge and develop their thinking consistently well.

p.3

Setting details

Unique reference number 2729933 Local authority Bournemouth, Christchurch & Poole Inspection number 10398416 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 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in the Muscliffe area of Bournemouth, Dorset. The childminder is available to care for children on Tuesday to Friday from 9am until 6pm, excluding bank holidays and family holidays. The childminder holds a level 3 early years qualification and is trained in the Montessori approach. The childminder receives government funding.

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Inspection activities

n The inspector observed the interactions between the childminder and the children during their indoor and outdoor play and discussed the quality of education. n The inspector and the childminder discussed how she implements the curriculum and the impact that this has on children's learning. n The inspector spoke with children at appropriate times during the inspection. n The inspector viewed a sample of documentation, such as the childminder's safeguarding and training records. n The inspector took into account the written comments from parents.

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Inspection activities

17 July 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

17 July 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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