Childminder in Devon

Inspection date

Previous inspection date 2 February 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children form strong attachments to the childminder. They are confident, happy and have a very positive sense of belonging. The childminder meets children's emotional needs well.  The childminder provides a welcoming environment where children play and learn. She plans a broad range of activities linked to children's interests and learning priorities. This promotes their good progress.  The childminder develops effective partnerships with parents and other early years settings. They work together to meet each child's care and learning needs through a consistent approach.  Children behave well. For example, the childminder teaches them to be kind and considerate. She recognises their achievements and helps them develop respect for others. Children confidently join in the activities and, for instance, play cooperatively and learn to share, and use good manners.  The childminder places a high priority on keeping children safe. For example, she

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This provision is good

implements robust risk assessments, which she regularly reviews. Children develop a good awareness of the safety procedures, inside and outside the home.

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It is not yet outstanding because:

 The childminder does not always make the best possible use of learning opportunities to support children further as they explore new vocabulary.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 offer more consistent support to extend children's vocabulary and understanding as they use words to express themselves.

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Inspection activities

 The inspector observed activities and the impact of teaching on children's learning in the indoor areas.  The inspector looked at a sample of records and discussed planning, children's assessments and their welfare.  The inspector checked the suitability of the childminder and other household members, and the childminder's qualifications.  The inspector discussed self-evaluation with the childminder.  The inspector took account of the views of parents given in their written feedback to the childminder.

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Effectiveness of the leadership and management is good

The childminder has a clear understanding of how to promote children's outcomes. She regularly reviews and reflects on her practice and attends training to make improvements. For example, she has improved how she gathers and uses information from discussions with parents and other early years professionals. She effectively plans and identifies new goals in the children's learning and promotes their good progress well. The childminder has a clear awareness of reporting procedures to follow if she has a concern about a child's welfare. Safeguarding is effective.

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Quality of teaching, learning and assessment is good

Children are eager to engage and explore. The childminder plans a good range of activities to support all areas of their learning. For example, children practise new skills as they cut with the scissors and develop an understanding of shapes. The childminder provides good guidance and support, such as when children confidently use a glue stick, and create and design their own 'animal'. She effectively monitors and tracks children's progress to identify their next developmental steps. She teaches them well. For instance, she reinforces colours that they are less familiar with by referring to display cards and other objects that match. Children use language to engage socially as the childminder skilfully interacts and encourages their communication skills well overall. Children show fascination with creative materials and new sounds. For example, they listen to the noise that rice makes as this falls from their hands and explore the texture.

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Personal development, behaviour and welfare are good

The childminder has effective settling-in periods and gathers helpful information from parents at the start. This contributes to the childminder being able to meet children's individual needs well. Children are happy, settled and become independent learners. They confidently move around the play areas and select resources, such as making marks on the chalk board. Children show increasing independence with their personal care needs and engage in good hygiene practices. They enjoy nutritious snacks and engage in activities and celebrations that promote their awareness of the wider world, such as eating noodles with chopsticks. The childminder promotes children's physical well-being well, for instance, as she encourages daily exercise and activities in the local community. She consistently encourages children to think about their own safety. For example, she discusses and explains the consequences of potential hazards in the environment.

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Outcomes for children are good

Children make good progress from their starting points. For example, they develop confidence and independence as they make choices and develop well socially. They are prepared well for their future learning and the eventual move to school.

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Setting details

Unique reference number EY460320 Local authority Devon Inspection number 935309 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 0 Total number of places 5 Number of children on roll 0

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2013. She lives in Chudleigh, Devon. The childminder offers care for two days a week, during school term time only.

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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.

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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.

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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 .

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Telephone number

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

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Telephone number

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

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