Childminder in Devon

Inspection date

Previous inspection date 7 February 2017 8 October 2014

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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 has a good understanding of how to help children learn. She focuses strongly on their social, emotional, communication and language skills and their physical development to ensure they have the skills they need to support their future learning.  The childminder observes children carefully to help her plan challenging activities and provide the right amount of help for them to achieve. Children make good progress from their starting points.  The childminder attends regular training to support her professional development to maintain good outcomes for children. For example, she has gained a deeper insight into the importance that nurturing young children has on their ability to learn.  The childminder provides good support for children to become independent and to manage their care and age-appropriate tasks for themselves. For example, young children learn to use a dustpan and brush to help sweep up.

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This provision is good

 Children have positive relationships with the childminder and each other. They behave well, show empathy for others' feelings and learn to keep themselves safe.

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It is not yet outstanding because:

 The childminder does not provide all parents with detailed information about children's next stages of learning so they can support their development further at home.  Children do not have a wide variety of opportunities to learn more about people's differences.

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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

 work more closely with all parents to help them support their children's learning and progress at home  help children to gain a greater awareness of people's differences.

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Inspection activities

 The inspector observed activities and the quality of teaching indoors.  The inspector spoke with the childminder, parents and children, and carried out a joint observation with the childminder.  The inspector took account of the childminder's self-evaluation, and written feedback from parents and older children.  The inspector checked safeguarding information and the safety of the premises.  The inspector sampled documentation, including children's development records, and policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of how to keep children safe. She knows the signs to be aware of that children may be at risk of harm and the procedures to follow to protect them. The childminder regularly evaluates her practice, seeking parents' and children's views, to help her gain an accurate understanding of her strengths and ways to improve. For example, she is currently reviewing her assessments of children's development to ensure they provide extensive information for parents. The childminder monitors children's overall development well. This includes identifying where children need additional support and working with parents to ensure they catch up.

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Quality of teaching, learning and assessment is good

The childminder makes good use of impromptu situations for learning. For example, when the greengrocer delivers, she helps children explore, name and taste some of the fruits and vegetables. She extends older children's knowledge well, such as explaining what the stalk of an apple is for. The childminder supports children's developing literacy well. For example, older children practise their early writing skills and all children enjoy using books. The childminder helps them to make links across their learning. For example, they match toy animals to pictures, looking closely at the differences. Later, they recall this while listening to a story. The childminder notices what catches young children's attention and responds well. For example, when they point to the shelf, she knows they want the music on.

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Personal development, behaviour and welfare are good

The childminder meets children's physical and emotional needs really well. For example, she provides reassurance so that young children soon gain confidence and feel secure. She recognises when children are tired, for example, and adjusts their routines to meet their individual needs. The childminder is a good role model for children. Children are helpful and kind to each other. For example, older children place a taller step at the sink so that the younger ones can reach easier. The childminder provides good natural resources to support children's learning. For example, they explore real oats and grass to feed their toy animals.

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Outcomes for children are good

Children develop good skills ready for school. For example, they confidently request help when they need it and then spend time practising for themselves. Older children use numbers, sizes and shapes well as they play. They ask questions and want to know more. Young children are inquisitive and eagerly explore the resources. For example, they push buttons to hear music, watch lights and repeat words. They play imaginatively as they put a bucket on their head and say 'hat', then drop it over their eyes and say 'hide'.

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Setting details

Unique reference number 104139 Local authority Devon Inspection number 1070056 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 8 October 2014

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Telephone number

The childminder registered in 1999 and lives in Ottery St Mary, Devon. She provides care each weekday, including before and after school, term time only. She receives funding to provide free early education for children aged two, three and four years.

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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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