Childminder

Childminder

Unique reference number (URN): EY318826 Registered with Ofsted: 09/12/2005 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children at this setting secure the foundational knowledge and skills they need for future learning. Children are building strong communication and critical thinking skills. They are confident and well motivated. Children develop skills such as resilience and independence. Achievements in these important aspects of personal development ensure children leave with the essential skills and attitudes needed to succeed in school and beyond.

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Achievement Strong standard

All children, including those who are disadvantaged or have additional needs, make strong progress from their starting points. Every child is well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders set clear and consistent expectations for behaviour, which staff model and reinforce throughout the day. Children respond positively to these routines, demonstrating a harmonious and respectful culture in the setting. Adults celebrate children's successes, boosting their confidence and motivation. Staff support children to resolve minor disputes through open communication, helping them develop independence and important social skills for later life. Children work well together, take turns and show kindness and empathy, for example, offering to help staff without prompting.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work closely with families, particularly those of children who may need additional support, to establish effective routines and promote positive attitudes to learning. They make reasonable adjustments where required, ensuring that all children, including those with special educational needs and/or disabilities or from disadvantaged backgrounds, can access routines and expectations successfully. The setting monitors attendance and engagement, supporting families to overcome barriers and maintain regular attendance. As a result, children feel secure, behave well and develop the attitudes and routines that prepare them for future learning.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently prioritise children's welfare and wellbeing, creating a nurturing environment where every child feels safe and valued. Practitioners know children and their families exceptionally well, enabling them to identify and respond to individual needs swiftly. They confidently discuss each child's journey, including how they have supported progress and how they plan to continue this support. This holistic approach means staff can anticipate and address potential barriers to wellbeing, drawing on their strong relationships with families.

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Children's welfare and wellbeing Strong standard

Children benefit from routines that promote security and independence. Staff ensure that children understand and practise healthy habits, such as eating nutritious, balanced meals and maintaining good personal hygiene and oral health. Children learn about healthy food choices at mealtimes and are encouraged to wash their hands and brush their teeth, embedding these habits from an early age. Physical development is promoted through regular access to outdoor play, including visits to the park for larger, 'riskier' play opportunities that cannot be provided on site.

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Children's welfare and wellbeing Strong standard

Leaders regularly review and adapt care practices, ensuring that routines such as sleeping, feeding and transitions are tailored to meet the needs of all children, including the youngest and those with additional needs. As a result, children flourish, developing confidence, resilience and a secure sense of wellbeing.

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Curriculum and teaching Strong standard

Staff design and deliver an ambitious curriculum that reflects the setting's diverse community and the interests of the children. Practitioners draw on their strong knowledge of child development and the early years foundation stage educational programmes to plan purposeful learning experiences. They skilfully weave opportunities for children to explore number, shape and measure into daily routines, such as during circle time, group activities and outdoor walks, ensuring mathematics is a consistent thread throughout the day. Children also benefit from rich experiences that promote cultural understanding, with staff introducing stories, songs and activities that reflect the backgrounds of the children attending the setting.

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Curriculum and teaching Strong standard

Staff consistently encourage children's independence and physical development, providing opportunities for 'risky' play at the park and supporting children to chop their own fruit at mealtimes. Practitioners are attentive to the needs of all children, including those with special educational needs and/or disabilities, and adapt activities to ensure everyone can participate fully. The team regularly reflects on their practice, seeking ways to further stretch children's knowledge and skills. This culture of reflection and high expectations ensures that teaching is consistently robust and responsive to the needs of the setting's most significant groups.

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Inclusion Strong standard

Leaders and staff create a truly inclusive environment where all children, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged, are supported to thrive. Staff work closely with families, ensuring that every child receives a positive start and that their individual needs are understood and met. The team's commitment to ongoing professional development means staff are well equipped to adapt their practice and respond swiftly to emerging needs. Children benefit from a culture that celebrates diversity and values every individual.

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Inclusion Strong standard

Staff implement clear strategies for children with SEND, working in partnership with external agencies to ensure support is consistent and effective. Leaders monitor children's progress across all seven areas of learning, ensuring that no group is left behind. Disadvantaged children benefit from a joined-up approach, with staff and leaders working together to remove barriers and provide tailored support. The impact of this work is evident in the progress children make and the confidence families have in the setting's ability to meet their needs.

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Leadership and governance Strong standard

Leaders at this setting demonstrate a deep understanding of its strengths and areas for development. The childminder is ambitious for children's achievement and ensures the curriculum is well matched to the needs of all children, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds. Leaders prioritise the wellbeing of both staff and children, fostering a motivated and confident team who feel valued and supported in their roles.

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Leadership and governance Strong standard

Strong partnerships with families and external professionals are a hallmark of the setting, enabling leaders to respond swiftly to emerging needs and to provide holistic support for children. Leaders maintain open channels of communication, encouraging staff to reflect on practice and children's progress regularly. This collaborative approach ensures that provision remains responsive and effective, and that staff workload is managed proportionately.

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Leadership and governance Strong standard

Parents consistently report that leaders engage them in their children's learning and care, valuing their views and contributions. Leaders are proactive in seeking feedback and using it to inform improvements. While leadership is consistently strong, further work could focus on refining systems for monitoring workload and deepening reflective practice. By maintaining high expectations and a culture of openness, leaders continue to make a positive difference to children's experiences and outcomes.

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Leadership and governance Strong standard

Training is reflected upon and evident in practice. Leaders identify gaps in their own knowledge and access targeted mathematics training, which has strengthened staff confidence and resulted in the consistent use of number language and counting across daily routines and play, supporting children to develop early mathematical understanding with confidence.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive at the setting eager to start their day, greeted warmly by adults who know them well and take time to listen to their views. The familiar routines help children settle quickly and feel secure, providing a strong foundation for exploration and learning. Throughout the day, children are encouraged to make choices about their play and learning, with staff responding promptly to their interests and ideas. This approach fosters independence and a sense of ownership, as children confidently select resources, manage their belongings and take responsibility for small tasks.

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What it's like to be a child at this setting

The environment is language-rich, with adults introducing new vocabulary through stories, songs and meaningful conversations. Children are supported to express their thoughts and

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Inspector:

Chris Langdon-Casey feelings, and staff skilfully extend discussions to deepen understanding. Children's curiosity is nurtured as they investigate new materials, ask questions and try out new experiences. Staff celebrate children's achievements, both big and small, helping to build self-esteem and resilience.

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Inspector:

Children benefit from a wide range of activities that reflect their interests and backgrounds. The inclusive ethos ensures that all children, regardless of background or need, are welcomed and supported to form friendships and develop a sense of belonging. Children work and play together harmoniously, learning to take turns, share and resolve minor disagreements with gentle guidance from staff. Outdoor play is a regular feature, offering opportunities for physical development, exploration and risk-taking in a safe environment.

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Inspector:

Healthy habits are promoted throughout the day, with children learning about nutritious food, personal hygiene and oral health. Staff are attentive to children's emotional wellbeing, providing comfort and reassurance when needed. As a result, children flourish, developing the confidence, skills and positive attitudes that prepare them well for their next stage of learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and assistants during the inspection.

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About this inspection

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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 18:00

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About this setting

Local authority: Bournemouth, Christchurch & Poole

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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