Childminder in Torbay

Inspection date

Previous inspection date 10 October 2016 8 October 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 uses her accurate observations of children's achievements well to make precise assessments of their development. Children make good progress in their learning from their individual starting points.  Children are confident communicators. They clearly express their ideas and needs, and initiate discussion with others. The childminder routinely teaches children the meaning of new words, such as 'nostril', to extend their vocabulary.  Children are active and independent learners. They confidently try to complete tasks for themselves, such as when wiping their nose, and make their own choices in their play from the stimulating range of toys available.  The childminder has a clear commitment to continuous improvement and is proactive in looking for ways to extend her professional development. For example, she routinely accesses training, which has built her confidence to support children's literacy skills.

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It is not yet outstanding because:

 At times, the childminder misses opportunities to challenge children to think and work things out for themselves, such as through problem solving, to develop their critical thinking skills.  Partnerships with parents are not yet fully successful in supporting all parents to contribute towards their children's assessment, to help the childminder learn more about children's learning and general experiences at home.

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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

 support children's communication and language skills further by providing additional challenges to extend their thinking skills  review the procedures to obtain more information from parents about their child's learning at home, to support them to contribute to the ongoing assessment of children's achievements and overall development.

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Inspection activities

 The inspector observed the quality of teaching during planned and spontaneous activities, and assessed the impact this has on children's learning.  The inspector viewed the available resources, equipment and play spaces.  The inspector talked with the childminder and children at appropriate times throughout the inspection.  The inspector looked at a range of documentation, including self-evaluation, observation and assessment records, and activity planning.

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Effectiveness of the leadership and management is good

The childminder's ongoing reflective practice enables her to evaluate the quality of the provision effectively and to identify areas for development. For example, she is planning to increase the range of technology toys that children can choose to play with, to help them learn more about cause and effect. The childminder provides good care and education, and accurately monitors children's progress to identify their current stage of development. Safeguarding is effective. The childminder has a secure knowledge of child protection issues and understands how to seek advice if she has concerns about a child's welfare, to help protect children from harm. She regularly checks her home to identify and reduce any hazards, to provide a safe environment for children to explore.

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Quality of teaching, learning and assessment is good

The childminder works well with parents to get to know children's likes and abilities when children first start. This enables her to provide resources and activities that she knows they will enjoy and challenge them from the start. The childminder plans interesting activities to support children's development, matched closely with their individual next steps in learning. For example, children thoroughly enjoyed using playdough and natural objects, such as conkers and twigs, to make characters from stories. The childminder modelled different ways to use the materials and the children happily planned which of the available resources they were going to use. She supports children's mathematical development well, such as prompting children to count objects slowly to help them learn to match quantity with numbers.

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Personal development, behaviour and welfare are good

Children settle quickly, and feel secure and comfortable in the childminder's company. They show pride in their achievements, for example, shouting 'ta-da!' when they are pleased with their work. The childminder talks to children about their feelings, which supports their emotional well-being effectively. For instance, she helps a child to distinguish between feeling sad and angry. Children listen carefully to the childminder and eagerly follow her instructions such as to help tidy up. The childminder supports children to understand how to lead healthy lifestyles. For example, she talks to them about brushing their teeth before bedtime and recognising healthy foods from treats.

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Outcomes for children are good

Children are keen and develop a positive attitude towards learning, which helps to prepare them well for the move to school. They develop good self-care skills, communicate confidently and count spontaneously in their play. Children understand and follow routines, and behave well.

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Setting details

Unique reference number EY441605 Local authority Torbay Inspection number 1059126 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 4 Number of children on roll 3

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Name of registered person

Date of previous inspection 8 October 2012

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Telephone number

The childminder registered in 2012 and lives in Paignton, Devon. The childminder operates her service on Monday and Wednesday to Friday from 7am to 7pm, 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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