Childminder EY367360

Inspection date

Previous inspection date 1 June 2016 14 February 2012

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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

 The childminder accurately evaluates the quality of her provision, to identify areas for development and continue the drive for improvement.  Overall, the childminder makes good use of her assessments of children's achievements to plan a broad range of experiences that link to children's next steps. Children make good progress from their starting points, in readiness for the move to school.  The childminder routinely shares detailed information about children's development with parents, to support them to extend children's learning further at home.  Children form strong attachments with the caring childminder and build friendships with other children. The childminder effectively models social skills to help children learn how to play well alongside and with each other.  Children are keen to take responsibility for small tasks, which helps to develop their coordination skills and independence. For example, they help to chop fruit for snack

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This provision is good

time, and use a dustpan and brush to sweep up any mess on the floor.

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It is not yet outstanding because:

 The childminder does not make best use of assessment information to track the progress made by groups of children, to help her evaluate the overall effectiveness of teaching and learning.  The childminder does not provide frequent opportunities for children to practise their early reading and writing skills.

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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

 refine the monitoring and assessment systems to focus more on how groups of children are progressing, to help identify and target potential gaps and patterns in their learning  extend the literacy programme to provide more opportunities for children to practise their early reading and writing skills.

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Inspection activities

 The inspector viewed the available resources and observed the childminder's planned activities.  The inspector carried out a joint observation with the childminder to reflect on an adult- led activity.  The inspector took account of the views of children spoken to during the inspection, and their parents through written feedback.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector sampled documentation, including children's assessment records, self- evaluation, and policies and procedures.

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Effectiveness of the leadership and management is good

The childminder has a secure understanding of the policies and procedures that underpin her practice. For example, she has a good knowledge of child protection issues and knows how to seek advice from relevant agencies if she has concerns about a child's welfare. Safeguarding is effective. The childminder regularly reviews her risk assessments to monitor the safety of her home. She continues to build her skills and professional development, such as through training and provider meetings, to stay up to date with legislative changes and good practice. For instance, she uses sign language to support verbal interactions, to strengthen the communication and language programme. The childminder makes positive changes to maintain good outcomes for children, such as devising new ways to share information with parents about planned learning experiences.

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Quality of teaching, learning and assessment is good

Children show curiosity and interest in the planned activities, and follow instructions well. For example, they choose to use different colours of icing to decorate biscuits, independently squeezing tubes and using spoons to spread the icing. The childminder uses her experience and training very well to support children's communication and language skills. For instance, she extends their vocabulary by teaching them new words, and successfully asks questions to encourage children to think and share their ideas. Children demonstrate good physical skills, such as when selecting and carefully placing tiny beads onto a pegboard.

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Personal development, behaviour and welfare are good

The childminder generally provides a stimulating and well-resourced learning environment, which children happily explore as they make independent choices. She routinely praises children's efforts and achievements, which builds their good self-esteem. Children behave well. They listen to and follow instructions, and eagerly participate in activities and tasks. The childminder encourages children to think critically, to develop their confidence to solve problems by themselves. For example, to reach the kitchen counter to prepare a snack, a child brings a chair from another room to stand on. The childminder helps children to learn about keeping themselves healthy. For instance, she provides nutritious snacks and reminds them to wash their hands at appropriate times.

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Outcomes for children are good

All children make good progress. They are confident and motivated learners, and are ready for the move to school. The childminder frequently introduces mathematical concepts during routine tasks. The childminder helps children from a young age to count, match and know the value of numbers.

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Setting details

Unique reference number EY367360 Local authority Torbay Inspection number 827842 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 14 February 2012

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Telephone number

The childminder registered in 2007. She lives in Torquay, Devon. She offers care from 7.30am to 5.30pm on Monday to Friday, all year round.

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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

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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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