Childminder 104266

Inspection date

Previous inspection date 6 July 2016 9 December 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 knows the children well. He plans a wide range of learning experiences and activities that children enjoy, and supports them well to make good progress.  Children form strong emotional attachments with the childminder. He is kind and sensitive to children's needs and gives them lots of praise and encouragement to boost their self-esteem and confidence.  The childminder reflects on the quality of his provision effectively. He discusses areas for improvement with his co-childminder and they make changes to promote positive outcomes for children.  The childminder has worked hard to address the actions and recommendations raised at the previous inspection. For example, he has taken account of the views and suggestions of parents when planning activities and has attended training to enhance his knowledge.

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It is not yet outstanding because:

 The childminder does not gain as much information as possible from parents at the start to inform him about what their children already know and can do, to help with planning from the onset.  The childminder does not provide children with many opportunities to explore the similarities and differences between themselves and others, to support their understanding of the world.

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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

 gain more information from parents about what their children already know and can do at the start, to help with planning from the onset  provide more opportunities for children to learn about the similarities and differences between themselves and others, to gain a greater understanding of the world around them.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector sampled a range of documentation, including the childminder's self- evaluation document.  The inspector spoke to the childminder, his co-childminder and the children at appropriate times throughout the inspection.  The inspector took into account the views of parents from their written comments.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the reporting procedures to follow, should he have a concern about a child's welfare. The childminder teaches the children to think about their own safety. For example, he reminds them of the importance of sitting while they eat their lunch. The childminder discusses children's learning with his co-childminder and effectively tracks their progress to ensure that he is meeting their individual needs successfully. Partnerships with parents and other early years settings are effective. They regularly share information about children's learning and progress, so the childminder can quickly identify and close any development gaps.

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Quality of teaching, learning and assessment is good

The childminder helps and encourages children to complete activities of their choice. For example, children thread beads onto a string to make a necklace; they correctly identify colours, count and use numbers in their play. Children benefit from daily outdoor activities. They enjoy developing their physical skills as they chase each other around the garden or play a game of hiding a peg and taking it in turns to find it. Children gain a good awareness of the natural world. For example, they enjoy collecting snails and use grass and natural resources from the garden to make the snails a home. The childminder actively supports children's curiosity. For example, they look for frogs and fish in the pond, count them and talk about what they are doing. This effectively supports their communication skills.

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Personal development, behaviour and welfare are good

Children enjoy being in the childminder's care. They form secure attachments to the childminder, which support them emotionally and help them to develop a sense of belonging. Children's behaviour is very good. They share, take turns and develop good social skills. For example, as children sit together to complete a puzzle, the older ones help the younger ones find the pieces and take it in turns to put them into place. Children learn about the importance of living a healthy lifestyle. For example, they wash their hands before they eat and know the reasons for doing this.

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Outcomes for children are good

All children make good progress from their individual starting points. They are confident, sociable and enthusiastic to learn. Children do particularly well in their personal, social and emotional development because the childminder and his co-childminder involve themselves in the children's play, interact and talk with them constantly. Children develop the necessary skills for their next steps in learning and are well prepared for school.

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Setting details

Unique reference number 104266 Local authority Devon Inspection number 1048553 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 9 December 2014

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Telephone number

The childminder registered in 1996. He lives in Feniton village, near Honiton, Devon. He works with his wife who is also a registered childminder. He offers care all day on Tuesdays and Wednesdays, 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

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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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