Childminder

Childminder

Unique reference number (URN): EY242749 Registered with Ofsted: 20/01/2003 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 make secure and sustained progress from their starting points. Communication and language are central to their learning. Children listen attentively to stories, follow instructions and use new vocabulary confidently as part of their daily routines and play. Those who need additional support, including children with emerging speech and language needs, keep up well because adaptations are consistent and purposeful.

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Achievement Strong standard

Children develop the foundational knowledge they need for later learning. They refine their fine-motor skills during activities, such as mark making and creative tasks, and show strong early number understanding as they recognise numerals and match quantities in play. Children who face barriers to learning receive precise, targeted support that helps them succeed. Children are well prepared for their next stage, including school. They manage personal tasks with growing independence, follow routines and work cooperatively. Children feel confident and secure about moving on because they have the knowledge they need to help them settle quickly into their new setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear and consistent expectations that create a calm, purposeful environment where children know what to do and feel secure. Children behave positively and follow routines with confidence. They respond well to gentle guidance, such as taking turns with toys or helping to tidy. Warm, respectful relationships underpin this. Children seek comfort when they need it and return to learning quickly. Children cooperate well and show care for one another. For instance, during outdoor play, older children help younger children to put their hats back on when they fall off, demonstrating empathy and growing social awareness. Children wait patiently during dressing-up games and share favourite resources, developing social skills that support successful play.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is promoted effectively. The childminder works closely with parents to adjust routines so that children access their full entitlement each day.

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Behaviour, attitudes and establishing routines Strong standard

Expectations are adapted sensitively for different ages and stages. Babies receive close reassurance to help them settle and stay calm. Older children build independence and resilience, supported by consistent messages, such as, 'You can do hard things'. Through these well-established routines, children develop confidence, curiosity and positive attitudes that help them thrive.

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Children's welfare and wellbeing Strong standard

Children's individual needs are met well. Babies and young children form secure, responsive attachments and seek comfort confidently before returning to play. The childminder responds calmly and consistently, helping children feel safe throughout the day. Routines support children's physical and emotional wellbeing. For instance, the childminder provides clear guidance on toileting and works closely with families so that children experience consistent expectations at home and in the setting. Healthy habits are promoted effectively. Oral health is supported through a toothbrushing bag that includes a book, timer and stickers. This approach helps children understand why brushing matters, and many children become more confident and willing to brush their teeth after practising in the setting.

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Children's welfare and wellbeing Strong standard

Children learn about personal safety through daily routines. Outdoors, they use equipment carefully and learn to manage simple risks. Emotional wellbeing is strengthened through warm interactions and clear modelling of feelings. The childminder helps children identify emotions, recognise signs of frustration and return to a calm state when needed. For children with emerging needs, including sensory or medical needs, the childminder draws on recent training and adapts the environment so that children feel settled, regulated and ready to learn. Through these consistent, nurturing routines, children thrive.

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Curriculum and teaching Strong standard

The curriculum is shaped closely around what children need to learn. It is designed to build on secure attachments, communication and language, early mathematics and independence. The childminder understands children's development well and uses this to make confident decisions about what to teach and when. Teaching is consistent, warm and purposeful. The childminder promotes children's positive communication and language development through every interaction. She uses a balanced mix of comments, modelling and well-chosen questions to extend vocabulary. Babies benefit from face-to-face singing and playful interactions that build early communication.

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Curriculum and teaching Strong standard

Mathematical ideas are taught through songs, routines and play. During outdoor play, children match chalked shapes and numbers, helping them to recognise numerals and practise early problem solving. Home learning is encouraged. For instance, the childminder prepares games for children, such as a number recognition game made with lids labelled 0 to 5, alongside a filmed demonstration, so families can use it at home.

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Curriculum and teaching Strong standard

Assessment is ongoing. Children's next steps are focused and used to shape daily activities and interactions, such as strengthening fine motor control or supporting expressive language. The curriculum is inclusive. Adaptations, such as sensory play for babies, additional modelling in small-world activities or simplified instructions, ensure that all children can participate and succeed.

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Inclusion Strong standard

The childminder identifies children's needs early and takes clear, practical steps to reduce barriers. Assessments are precise and focused on what each child needs to learn next. For children with communication delay, the childminder uses targeted approaches, such as clapping syllables and modelling clear sounds. This helps children to talk with growing confidence. For young children, who struggle with separation, the childminder records short voice clips for parents to play at home before drop off. This small but meaningful adaptation helped the child to settle more easily and build a secure attachment, preparing them for the day ahead.

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Inclusion Strong standard

The childminder knows when and how to involve external professionals. Her role as a 'communication champion' in the local area strengthens her knowledge and benefits local families. She reviews children's progress regularly and adapts support where needed. Expectations are consistently high. Children understand that perseverance is valued. For instance, children peeling fruit use the shared motto, 'You can do hard things', when they find things tricky. Parents are well informed and involved. The childminder provides clear guidance, including developmental information and strategies families can use at home. She has clear plans to use early years pupil premium funding to support children's learning by purchasing focused resources that are based on children's interests. This means the childminder can motivate children's learning and adapt teaching to meet their developmental needs.

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Leadership and governance Strong standard

Leadership is outward facing and consistently focused on what makes the greatest difference for children. The childminder knows the strengths of her provision and takes purposeful action to improve. Since the last inspection, she has enhanced the learning environment by introducing a garden cabin, which has strengthened routines and improved the quality of children's experiences. She keeps children at the centre of her decision- making and adapts practice so that it continues to meet their needs. The childminder reflects on her practice and seeks professional development linked directly to children's learning. Training in communication, completed alongside speech and language therapists, strengthens her knowledge and informs the support she provides for children with emerging needs. She uses new learning to refine daily routines and ensure that teaching remains responsive and effective.

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Leadership and governance Strong standard

She contributes positively to the local early years community. She leads 'stay-and-play' sessions at the family hub and creates opportunities for childminders to share ideas, discuss concerns and develop their practice. Her collaboration with the local authority has supported improvements. Parents receive clear, regular communication. Her decisions remain focused on improving children's experiences, progress and readiness for their next stage.

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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 are happy. They join in activities with bright smiles and eager energy that show how much they enjoy their time with one another. Children experience a calm and predictable day in this setting. They settle quickly because routines are consistent and reassuring. Babies and young children form secure attachments and confidently seek comfort when they need it. They are cared for sensitively and feel safe as they move through each part of the day. Children achieve well. They enjoy their learning and concentrate during well-paced activities. They love daily story times, where they explore handmade story character resources, such as holding knitted owls. They match them to the nest and follow the rhythm of the story with interest. They copy new vocabulary and respond accurately to simple instructions. Outdoors, they jump to chalked numbers and shapes, building early mathematical knowledge through repetition and movement. Children show growing

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

independence as they manage small tasks, such as preparing lunch boxes or finding their coats and shoes. They are confident, motivated and ready for their next steps in learning. Children have a strong sense of belonging in this setting. They learn and play alongside one another, supported by warm relationships and clear expectations. Older children help younger children by helping them put their hat on or waiting patiently for a turn.

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

Families feel welcomed and valued. The childminder shares updates openly and provides thoughtful adjustments. For instance, she records her voice for children who find separation difficult. This helps children prepare for the day to feel secure and part of the group. Children thrive because their individuality is understood. They show trust in the childminder and know that their efforts matter. The childminder promotes attendance well. Families adjust their routines so that children access their full entitlement and benefit from the day's learning from the outset. Children learn to manage emotions through consistent language and patient

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:00

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About this setting

Local authority: Bournemouth, Christchurch & Poole

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Facts and figures used on inspection

coaching. When children complete challenging tasks, the childminder instils the message, 'You can do hard things', reinforcing their self-belief.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, 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 with the childminder and the children 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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