Childminder 109680

Inspection date: 21 July 2025 - 12 August 2025

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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 warmly welcomed into a nurturing setting where they feel safe, valued and confident. They form strong attachments with the childminder, who knows them well. Her calm and caring approach helps children settle quickly and enjoy their time with her.

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The provision is good

The childminder provides a broad and well-planned curriculum, tailored to meet individual needs. This helps to ensure that children are well prepared for future learning. To support children moving on to school, the childminder organises purposeful visits where children explore the environment, meet staff and talk about routines and uniforms. These experiences help children feel confident and emotionally ready for the transition. The childminder also engages families in these discussions, promoting a shared approach to supporting change.

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The provision is good

Partnerships with parents are positive. Families speak very positively about the care provided and value the childminder's practical support with routines such as potty training and behaviour. Many return with younger siblings, reflecting their trust in her care.

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The provision is good

Children show good levels of curiosity, independence and perseverance. For example, they help themselves to drinks of water outside and know how important it is to keep themselves hydrated in warm weather. They are motivated to learn and take pride in their achievements. The childminder's effective interactions support children in making consistently good progress across all areas of learning, helping them thrive in a home-from-home environment.

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need to do better?

n The childminder has a secure understanding of child development and swiftly identifies when children may need additional support. She works well in partnership with families and external agencies to ensure that this support is sought and provided when needed. n The childminder's interactions are rich and meaningful. She introduces new words such as 'octopus' to extend children's vocabulary. She engages children well in meaningful discussions, such as through a lunchtime discussion on healthy foods linked to a familiar story. However, occasionally, the childminder, when asking questions, does so without giving children the time that they need to think about what she has asked them and to answer. In addition, not all children have opportunities to hear and use their home language in their play to further support their understanding of English. n Children take pride in managing tasks for themselves and supporting others,

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need to do better?

such as offering to refill a peer's cup before returning it to the table. Younger

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need to do better?

21 July 2025 children show remarkable perseverance, particularly when mastering new physical skills. In the garden, they persist in pumping water from the outdoor tank, with the childminder nearby to offer gentle encouragement if needed. Her thoughtful approach enables children to practise, problem-solve and succeed, building strong foundations for their future learning and confident self-care skills. n The childminder weaves mathematical language and concepts into everyday learning. Children explore size and begin to use mathematical language such as 'biggest' and 'next biggest' as they compare the sizes of each other's feet. Children explore shapes as the childminder describes a rectangle by its properties, two long and two short sides, while pointing them out. She then invites children to find similar shapes around them, deepening their understanding through meaningful exploration. n The childminder demonstrates a strong commitment to continuous improvement.

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need to do better?

She reflects thoughtfully on her provision and actively engages in professional development to ensure her practice remains current. Her strong focus on children's safety underpins all aspects of her work. She shares her knowledge with families, helping to promote a consistent and informed approach to care. For example, she applies safer eating guidance when preparing food, carefully cutting items to reduce the risk of choking. n Children behave well. They show high levels of empathy and kindness towards one another. The childminder uses her good knowledge of the children to pre- empt potential conflicts before they arise. Through sensitive interactions, she encourages children to reflect on their actions and consider how others may feel. She acts as a calm and consistent role model, promoting respect, good manners and cooperative play. As a result, children share, take turns and manage their behaviour with confidence.

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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 provide more opportunities for children to use their home language in their play to further support their understanding of English n give children the time that they need to think about and answer questions to extend their learning and engagement in activities even further.

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Setting details

Unique reference number 109680 Local authority Bournemouth, Christchurch & Poole Inspection number 10398621 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 4 Date of previous inspection 4 November 2019

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Information about this early years setting

The childminder registered in 1989 and lives in Canford Heath, Dorset. She operates four days a week for most of the year. The childminder holds a qualification at level 3 in childcare.

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Information about this inspection

Inspectors Chris Langdon-Casey Michelle Heimsoth

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Inspection activities

n The inspection started on 21 July 2025. Inspectors returned on 12 August 2025 to gather additional evidence in line with 'Ofsted inspections and visits: Deferring, pausing and gathering additional evidence' policy. 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, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector considered the views of parents and spoke to children during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 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

21 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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