Childminder EY348010

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, settled and confident in the childminder's warm, trusting and homely environment. The childminder is caring and responsive to each individual child. This gives children a sense of security and helps them feel safe in the childminder's care. Children form close bonds with the childminder. They go to her for cuddles and reassurance and share their achievements with her as they play. For example, young children jump up and down with pride as they excitedly show the childminder the sand models they have created. They beam when the childminder responds with praise. Children show respect for the childminder and her home. They tidy away toys when they have finished playing with them, say please and thank you and follow the childminder's instructions and requests. For instance, children shake sand from their clothes and hands before they go back inside to play.

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The provision is good

Children benefit from the opportunities the childminder gives them to choose their own play. They confidently explore inside and outside and show positive attitudes to their learning. They engage in meaningful and exciting activities for extended periods of time. They enjoy the challenges the childminder sets them. For example, children listen and watch as the childminder teaches them how to use the water butt in the garden. They practise this until they can successfully turn the tap on and off for themselves. These opportunities encourage children to persevere, develop their knowledge of how things work and support children to gain a wide range of skills.

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need to do better?

n Children learn through a well-planned, challenging and sequenced curriculum. The childminder places a strong focus on developing children's independence and confidence and giving children the skills they need to solve problems for themselves. She successfully delivers her motivating and exciting curriculum through consistently interacting with children in a positive and supportive manner. For example, she suggests children hold onto something as they take off their socks and wellies. She explains how this will help them to balance and praises and encourages them as they try to do this independently. n The childminder supports all children to develop good communication and language skills. She gives children time to think when she asks them carefully worded questions. She presents new information clearly and repeats words correctly when children have difficulty with pronunciation. Children are confident

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need to do better?

communicators and freely share their thoughts, ideas and feelings with the childminder and each other. For instance, young children politely ask if they can listen to a particular song as they dress up as their favourite film character. The childminder takes time to teach children how to safely use technology to select

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need to do better?

2 September 2025 and play the song they want. n Parent relationships are positive. The childminder prioritises getting to know the children and their families when they start. She uses thoughtfully collected information to tailor the care and learning she provides to meet each child's individual needs. Parents comment on the childminder's regular and informative communication. They appreciate the advice and support she gives them with managing behaviour and ideas for healthy lunch boxes. Parents talk about how their children grow in confidence from the exciting outdoor experiences the childminder offers. n The childminder is passionate about helping each child reach their full potential. She completes mandatory training and seeks advice from other professionals when appropriate. However, she does not routinely identify professional development opportunities for herself and her assistants to build on their already

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need to do better?

effective teaching to enhance children's learning to its highest level. n Children are learning to make friendships and show care for their peers. The childminder sensitively reminds children how to share and take turns. She encourages children to think about how their behaviour affects others. Children copy the childminder's phrases and ask each other, 'Please can I have that when you have finished?' They show concern when their friends are upset and take toys to them to help them feel better. n The childminder monitors and assesses children's progress effectively. She regularly observes children and knows what each child needs to know and be able to do next. She uses this knowledge to skilfully engage with children to continually build on their learning. Children make good progress from their starting points. They are equipped with the skills and knowledge they need to make a successful transition on to school.

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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 identify regular professional development opportunities to build on the already effective teaching to enhance children's learning to its highest level.

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Setting details

Unique reference number EY348010 Local authority Dorset Inspection number 10407557 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 8 Date of previous inspection 13 January 2020

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Information about this early years setting

The childminder registered in 2007 and lives in Shaftesbury, Dorset. She cares for children all day, Monday to Friday, and works with two assistants on some days. The childminder holds an early years qualification at level 5. One of her assistants holds a level 3 qualification.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder talked to the inspector about her curriculum and what she wants children to learn. n The inspector talked to the childminder throughout the inspection and discussed how her curriculum is planned and implemented. n Parents shared their views with the inspector, and the inspector took these into account. n The inspector observed interactions between the childminder and children throughout the inspection. n Children spoke to the inspector. n The childminder shared documentation with the inspector to demonstrate how she monitors and assesses children's progress.

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Inspection activities

2 September 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

2 September 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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