Childminder EY437979

Inspection date

Previous inspection date 17 November 2016 29 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

 Children form strong, trusting attachments with the childminder, who welcomes them warmly and treats them with respect. This helps them to settle in quickly.  Children make good progress from their individual starting points. The childminder uses accurate observations and assessments of children's achievements to monitor their development effectively.  The childminder engages in ongoing professional development to extend her knowledge and skills. For example, taking a relevant qualification has built her confidence to follow children's lead more when planning and providing learning experiences. This has had a positive impact on engaging children even more deeply in their play and activities.  Children enjoy exploring the stimulating play areas planned carefully by the childminder. Toys and resources are easily accessible, so children can make independent choices in their play.

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It is not yet outstanding because:

 The childminder does not make best use of general interaction with children to extend their understanding and thinking skills further, for example, through questioning.  Although the childminder gathers some information about children from parents when they first attend, she does not find out about their skills and understanding to help her to establish their starting points for learning more quickly.

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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

 make the most of opportunities to extend older children's understanding and thinking skills further  gather more information from parents about their children's development when they first attend, to establish children's starting points more precisely and to help plan challenging activities from the outset.

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Inspection activities

 The inspector observed children's self-chosen play and an adult-led activity.  The inspector carried out a joint observation with the childminder to evaluate the success of a planned activity.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector sampled documentation, including policies, procedures, training certificates and children's learning records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of the procedures to follow if she has any concerns about children's welfare. She regularly completes safety checks of her home to help her provide a suitable environment for children. Children learn how to keep themselves safe, such as through taking part in regular fire drills. The childminder works with an assistant very occasionally and provides appropriate support. She reflects well on her own practice to identify and target areas for development. For example, she now completes regular reports of children's stages of development to track their progress more accurately, and she has plans to create extra learning opportunities outside by purchasing a greater variety of outdoor toys.

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Quality of teaching, learning and assessment is good

The childminder organises and plans children's learning experiences well. She understands how children learn and provides activities that interest them. For example, she plans a cooking activity for children who have a particular fascination with the role play kitchen. Children eagerly take part, recognising numbers on the scales as they help to weigh out ingredients. Overall, the childminder supports children's communication and language effectively, for instance, extending their vocabulary by teaching them new words, such as 'vet'. She makes good use of activities to extend children's early reading skills. For example, she encourages them to recognise letters as they read simple recipe cards, which they do well and with enthusiasm. Partnerships with parents are successful. The childminder routinely shares detailed information with parents about their children's achievements and finds out about their experiences at home, so they can work closely

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Personal development, behaviour and welfare are good

Children readily listen to and follow the childminder's instructions, and they behave very well. The childminder routinely praises their efforts and achievements to build their self- esteem. This helps children gain the confidence to try new things, such as exploring the texture of cake mixture with their hands. Children show good levels of independence, for example, taking responsibility for tidying away certain resources alongside the childminder. The childminder effectively teaches children the importance of hygienic routines and healthy diets.

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Outcomes for children are good

Children are confident and motivated learners. They gain the key skills for future learning and school. They develop good physical skills and coordination. For example, they practise exerting control as they use a knife to chop butter and skilfully crack open eggs during a baking activity. All children make good progress in their learning.

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Setting details

Unique reference number EY437979 Local authority Torbay Inspection number 1059087 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 29 October 2012

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Telephone number

The childminder registered in 2011 and lives in Torquay, Devon. She offers care for children from 6.45am to 6.30pm, 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

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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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