Childminder 104425

Inspection date

Previous inspection date 22 June 2016 28 March 2011

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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 and other children. They are confident, happy to learn and explore, and have a positive sense of belonging. The childminder meets children's emotional needs well.  The childminder is skilled at interacting with the children. They develop good communication and language skills, are sociable, and display high levels of self-esteem.  Children make good progress and the childminder monitors their learning effectively. She knows the children well and effectively identifies their current stages of development and their next steps in learning.  The childminder develops effective partnerships with parents and other settings, to meet each child's care and learning needs through a supportive approach.  The childminder places a high priority on keeping children safe. For example, she implements rigorous risk assessments, which she regularly reviews. Children develop a

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This provision is good

good awareness of the safety procedures, inside and outside the home.

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It is not yet outstanding because:

 At times, the childminder misses opportunities to build on what older children know by following their interests closely, to help them make the best progress possible.  The childminder does not take all opportunities to extend fully children's information and communication technology 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

 seize all opportunities to build on older children's interests, to extend further their individual learning experiences  provide more opportunities for children to explore and investigate technology.

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Inspection activities

 The inspector observed activities and the impact of teaching on children's learning in the indoor area.  The inspector looked at a sample of records and discussed with the childminder planning, children's assessments and their welfare.  The inspector checked the suitability of the childminder, including her 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 good understanding of the early years requirements. She focuses successfully on her professional development, including through regular training, self- evaluation and gaining feedback from parents and children. For example, she has extended how she monitors and tracks children's progress by adapting her observations to engage parents further, and by introducing photographs to share children's experiences. Parents contribute to children's progress as they share their 'wow' moments from home. These effective partnerships and sharing of information influence the outcomes for children positively. Safeguarding is effective. The childminder has a good understanding of the procedures to follow to help her protect children from harm.

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Quality of teaching, learning and assessment is good

The childminder demonstrates a good knowledge of how children learn. She plans a good range of activities that motivate children to learn well overall. For example, children choose stories, and are challenged to recall the events in the book by referring to the pictures. The childminder interacts frequently with the children and teaches them new words to promote their language and communication skills well. For example, she introduces a game and encourages children to find and guess the names of the toy sea animals, as they dig confidently in the rice. Younger children enjoy role play with the dolls; for example, they cuddle and carry these, and are helped to dress them.

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Personal development, behaviour and welfare are good

Children learn about good hygiene practices; for example, they wash their hands frequently and use tissues to wipe their nose with increasing independence. The childminder sets consistent boundaries and gives frequent praise and encouragement. This supports children's awareness of their own and other children's feelings, and they learn to share and take turns. Children develop a good awareness of safety practices as the childminder supervises them well while they practise and learn new skills. For example, they cut their nutritious fruit snack into smaller pieces with a knife, and explain with confidence that they stop, look and listen while crossing the road. Children have good daily opportunities to engage in physical exercise to support their health and to learn about the community, for example, through visits to places of interest and groups.

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Outcomes for children are good

Children develop good language skills. They are sociable and demonstrate increasing interest and concentration. For example, they thoroughly enjoy stories, participate in rhyming the words and demonstrate a good familiarity with numbers. Children are independent; for example, they remove their coats and help to sweep the rice into a dustpan. Children are well prepared for their next stage in learning and for school.

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Setting details

Unique reference number 104425 Local authority Devon Inspection number 1052071 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 28 March 2011

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Telephone number

The childminder registered in 2000. She lives in Newton Abbott, Devon. The childminder operates her service from 7am to 6pm, each weekday, 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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