Childminder in Devon

Inspection date

Previous inspection date 7 October 2015 2 February 2010

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children make good progress in their learning, relative to their starting points. The childminder makes accurate observations of children, which she uses effectively to monitor their ongoing progress and to plan for future learning. As a result, any gaps in learning close rapidly.  The childminder develops good relationships with other early years providers children also attend, such as pre-schools and nurseries. She initiates thorough systems of sharing information and promoting learning consistently.  Children are confident and happy, and demonstrate good levels of self-esteem. They develop strong bonds with the childminder and show, through their warm and affectionate relationships with her, that they feel emotionally safe and secure. The childminder is a good role model who teaches children to value and respect each other.  The childminder provides a good variety of safe and suitable resources that support

p.1

This provision is good

learning in all areas. These are well organised so that all children, including babies, can choose, explore and investigate independently.

p.1

It is not yet outstanding because:

 Children do not have many opportunities to explore and experiment with a wide range of materials to investigate how these change when combined and treated in different ways.  The childminder's monitoring of the quality of her provision does not consistently evaluate whether children benefit from any changes and developments she makes.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 extend children's understanding of the world further by providing more opportunities for them to explore a wider range of different objects and materials and how they work  strengthen processes for monitoring the effectiveness of the provision to focus more closely on the quality of children's experiences.

p.2

Inspection activities

 The inspector observed the childminder engaged in activities with the children, indoors and outdoors.  The inspector assessed the effectiveness of the childminder's monitoring of children's progress.  The inspector spoke to parents and children.  The inspector assessed the effectiveness of procedures to safeguard children, and sampled documents necessary to meet the requirements of the Early Years Foundation Stage.

p.2

Effectiveness of the leadership and management is good

The childminder is well motivated. She makes effective use of local professional networks to keep well informed about current good practice guidance. This contributes to her good understanding of recent changes to the requirements of the Early Years Foundation Stage. Safeguarding is effective. The childminder has a secure understanding of the procedures to follow to help protect children from harm and she implements these well.

p.3

Quality of teaching, learning and assessment is good

The quality of teaching is good. The childminder interacts well with children to support their developing communication. For example, children eagerly told her about having seen fire engines in their neighbourhood. Her good questioning encouraged children to give a very clear account of what had happened. Children thoroughly enjoy imaginative play, such as setting up shops. The childminder makes good use of activities such as these to encourage children to explore different quantities, talk about shape and size, and to calculate 'how much' when putting money in the till. The childminder involves children very well in planning what they do. As a result, they are keen to participate in activities. Very good, individual, settling-in procedures help children and parents get to know the childminder well. Strong relationships develop from the beginning, which contribute to the effective sharing of information about children's individual needs.

p.3

Personal development, behaviour and welfare are good

Children are well behaved, happy and confident. They show kindness and concern for each other, and develop good safety awareness. For example, older children are aware of the possible risks to babies of small objects and toys if these are put in the mouth. Therefore, they take great care to make sure these items remain out of the reach of young friends. Although space in the childminder's garden is limited, children make good use of this to ride bicycles and cars, and to play ball games together. The childminder takes children to local parks so they have more opportunities to enjoy being active in larger spaces. They also climb and develop confidence in moving and coordinating their bodies.

p.3

Outcomes for children are good

Children are confident, independent and communicate well. These skills prepare them well for the next stage in learning, including going to school. Children show their good communication skills in their ability to play with words. For example, they told the childminder, 'You can eat flowers', and laughingly pointed to the cauliflowers.

p.3

Setting details

Unique reference number 104806 Local authority Devon Inspection number 839310 Type of provision Childminder Day care type Childminder Age range of children 0 - 6 Total number of places 6 Number of children on roll 6

p.4

Name of provider

Date of previous inspection 2 February 2010

p.4

Telephone number

The childminder registered in 1992. She lives in Barnstaple, North Devon. The childminder works all year round, with flexible hours to meet parents' needs. She is eligible to provide funded early education for children aged two, three and four years.

p.4

Telephone number

This inspection was carried out by Ofsted 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.

p.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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.

p.4

Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5