Childminder

Childminder

Unique reference number (URN): EY396101 Registered with Ofsted: 25/08/2009 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The childminder has created a harmonious and nurturing environment where children consistently develop positive attitudes and strong relationships with others. Children interact warmly and cooperatively, with older children often encouraging younger children to join in their play. For example, children work together in the outdoor role-play area, making and serving food alongside one another. The childminder consistently models calm, respectful and caring interactions. This helps children to build trusting relationships and understand how to treat others with kindness and consideration. As a result, children demonstrate empathy and thoughtfulness in their play. For example, during a painting activity, children independently refill water pots so that resources remain accessible for everyone.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and establishes clear routines that children understand and follow confidently. She consistently reinforces expectations through gentle reminders and frequent praise. For example, children willingly work together to tidy away resources before snack time, demonstrating their understanding of routines and responsibilities.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show growing independence in managing their relationships and are increasingly able to resolve minor disagreements for themselves. The childminder remains attentive and provides sensitive support when needed, using effective redirection to help children make positive choices and further develop their social skills. The childminder understands the importance of children's regular attendance and punctuality. She promptly follows up any absences and works closely with families to maintain continuity of care. This helps children establish positive routines and supports their ongoing learning and future success.

p.2

Achievement Expected standard

Overall, children are engaged and motivated. They typically develop the knowledge and skills needed for their next stage of learning. They are beginning to communicate their ideas and extend their vocabulary. However, opportunities for children to build breadth and depth in their knowledge during spontaneous play are not always maximised, which can limit the progress they make.

p.2

Achievement Expected standard

Children are curious learners who independently access resources and make choices about their play. They interact positively with others, playing cooperatively alongside their peers, and develop their social skills. Children typically build on their existing knowledge and experiences as they explore, investigate and solve problems together. For example, children collaborate to design and build an obstacle course before testing their ideas, demonstrating teamwork, perseverance and a sense of achievement.

p.2

Achievement Expected standard

Typically, children make steady progress from their starting points, particularly in their communication and language development. They communicate with their peers and the childminder, using language to ask questions, express their thoughts and share ideas. For example, while exploring the wooden garage and vehicles, children engage in conversations with one another, discussing what the vehicles are doing and what might happen next.

p.2

Children's welfare and wellbeing Expected standard

The childminder typically provides a caring and supportive environment where children's individual needs are understood and met. Care practices are effective. For example, children know they need to wash their hands before mealtimes and after using the toilet. The childminder incorporates information gathered from parents, such as allergy plans, sleep routines, and toileting needs, ensuring continuity of care. The childminder generally provides a safe environment for children to play and learn. She understands the importance of keeping children safe both within her setting and during outings in the local community. She supports children to learn how to keep themselves safe. For example, during an adult- led discussion, the older children talk about how to keep themselves safe online.

p.3

Children's welfare and wellbeing Expected standard

The childminder has a clear passion for physical activity and provides regular opportunities for children to be active. Children enjoy a range of experiences that promote movement, coordination and physical development, helping them to develop healthy lifestyles and a positive attitude towards exercise. For example, children participate in a rugby style activity in the outdoor environment where they throw large foam balls and race to retrieve them. Children enjoy the challenge as they run, balance and coordinate their movements, while also developing their physical skills.

p.3

Children's welfare and wellbeing Expected standard

Children are typically supported to develop an understanding of healthy lifestyles through discussions about healthy eating and the importance of making nutritious food choices. The childminder provides children with a healthy and balanced diet and encourages them to develop their independence during mealtimes, for example by supporting them to pour their own drinks. The childminder has identified further opportunities to build on this area of practice, particularly for children who are preparing for school, by increasing their involvement in preparing their own snacks and developing their self-care skills and independence.

p.3

Curriculum and teaching Expected standard

The childminder plans the curriculum around children's interests, ages, stages and everyday experiences using 'lightbulb moments' as part of her curriculum design. She typically uses assessment to track children's starting points and progress. Resources reflect children's preferences and support purposeful adult-led engagement across all areas of learning. The curriculum is generally well matched to the needs of all children, including those who may face barriers to learning. However, opportunities to extend and challenge children's learning during spontaneous play are not always maximised.

p.3

Curriculum and teaching Expected standard

The childminder typically places emphasis on supporting communication and language, modelling vocabulary, chatting with children, and using key words to help those who face barriers to their learning. For example, while the children are engaged in a map painting activity, the childminder reinforces language through repetition and introduces concepts around symbols, such as green representing the land and blue the water. The curriculum provides children with opportunities to develop their physical, personal, social and emotional skills. Children build independence by making choices about their play, such as choosing which physical equipment they would like to use outdoors. They are typically encouraged to take appropriate risks and confidently explore the outdoor environment, skilfully navigating play equipment and working cooperatively with their peers. The childminder is passionate about promoting early literacy and mathematics. For

p.3

Curriculum and teaching Expected standard

example, during story time, she supports children's mathematical development by encouraging numeral recognition, counting and counting backwards. This activity typically supports the needs of all children while also supporting their individual next steps in learning.

p.4

Inclusion Expected standard

The childminder promotes an inclusive culture where all children are generally supported to participate. Children benefit from strategies to support their communication and language. For example, the childminder models language, chats with children and reads stories to extend vocabulary to support children who face barriers to their learning.

p.4

Inclusion Expected standard

The childminder typically understands the importance of seeking additional support when required and works in partnership with the early years adviser to evaluate her practice. She knows how to access advice from other professionals and how to use the progress check at age 2 to identify concerns at an early stage. Although no children currently receive additional funding, she understands how funding generally should be used to meet children's individual needs and reduce barriers to learning. As a result, children are generally well supported to access the same opportunities as their peers and make progress from their starting points.

p.4

Inclusion Expected standard

The childminder has high expectations for all children and takes practical steps to reduce barriers to their learning and wellbeing. For example, she provides additional support to families who experience difficulties establishing toothbrushing routines at home. This partnership working helps children develop healthy habits that support their overall wellbeing and readiness to learn.

p.4

Leadership and governance Expected standard

The childminder generally demonstrates a commitment to improving her practice and the quality of education and care provided. She reflects on her provision and engages in professional development, such as training on identifying barriers to learning. She works closely with parents to identify children's individual needs and responds appropriately when barriers to learning or wellbeing arise. This typically helps to create an inclusive environment where children are supported to participate fully in daily experiences and routines

p.4

Leadership and governance Expected standard

The childminder takes appropriate steps to support children's individual learning needs. She plans a sequence of activities that are tailored to children's differing starting points, needs and stages of development. However, there are occasions when children do not fully maximise their potential during spontaneous play, which can limit the progress they make in their learning and development. The childminder typically adapts the provision to promote children's confidence and self-esteem. For example, she organises opportunities for them to socialise with other childminders and children, helping them to develop positive relationships. Children also learn how to keep themselves safe through experiences such as visits to the beach and activities that promote road safety awareness.

p.4

Leadership and governance Expected standard

Parents speak positively about the childminder's care and communication. The childminder shares information about children's progress and provides guidance to support learning and behaviour at home. She typically collaborates with local authority professionals to review and improve her practice. The childminder understands how to use funding to support disadvantaged children and how to support those known to children's social care. Although there are currently no children on roll with special educational needs and/or disabilities, the childminder knows to seek further guidance if required.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are happy, settled and secure in the childminder's care. They enjoy attending this welcoming setting where they are cared for by the calm, warm and nurturing childminder. Regular attendance helps the children become familiar with the predictable routines. They form close, trusting relationships with the childminder and confidently approach her to share their ideas, involve her in their play, and express their needs and feelings.

p.6

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

Children happily learn alongside one another. They are treated with kindness and respect, and their individual needs, interests and abilities are understood and valued. Children build friendships, learn to take turns and develop a growing sense of belonging through familiar routines, adult-led activities and shared experiences. Younger children confidently take their peers by the hand to invite them into their play, demonstrating the secure relationships and positive social skills they develop.

p.6

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

Children generally make steady progress from their starting points. They develop their mathematical skills through a range of everyday opportunities to count, sort, match and solve simple problems. For instance, children enthusiastically take turns during an outdoor physical activity, collecting balls of their chosen colour before working together to count and compare how many they have gathered.

p.6

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

Children enjoy regular opportunities to be physically active indoors and outdoors, supporting their health and wellbeing. Children benefit from meaningful experiences within the local community. Frequent visits to the local park, beach and motor museum broaden children's understanding of the world around them and deepen their curiosity. These experiences help children develop a sense of place, and build the knowledge and skills needed for future learning.

p.6

Next steps

The childminder should strengthen practice during spontaneous play by recognising and responding to opportunities to build on children's interests and extend their learning. The childminder should ensure opportunities are consistently used to maximise the breadth and depth of children's learning and development.

p.6

About this inspection

The inspector spoke with the childminder, parents and children during the inspection.

p.6

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 08:45

p.7

About this setting

Local authority: Bournemouth, Christchurch & Poole

p.7

Facts and figures used on inspection

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

p.7

6

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

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 .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9