Toner, Colleen Frances

Inspection date

Previous inspection date 9 February 2017 10 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

 Children are happy. They quickly form close bonds with the childminder, settle well and are ready to learn.  Children develop secure language and communication skills. The childminder speaks to children all the time and, with younger ones, she points to the things she is talking about, to develop their understanding and help children make links in their learning.  The childminder encourages children to be curious. For example, she creates a sense of surprise for younger children as they play with cause and effect toys, which motivates children to learn.  Partnerships with parents are effective. The childminder exchanges information regularly, and encourages parents to contribute to their children's learning and development at home.  The childminder uses self-evaluation well to reflect on her practice and identify ways to develop her skills further and support good outcomes for children.

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It is not yet outstanding because:

 The childminder does not extend opportunities to develop children's early reading skills further.  There are few opportunities for babies and young children to explore natural materials and textures.

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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 better use of opportunities for children to develop their early reading skills further  increase the range of natural resources for babies and younger children to explore and investigate.

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Inspection activities

 The inspector observed children playing independently and with the childminder.  The inspector toured parts of the childminder's home used for childminding.  The inspector spoke to children at appropriate times during the inspection.  The inspector spoke to the childminder at relevant times during the inspection about how she organises her practice and plans for children's learning and development.  The inspector sampled a range of documents, including children's records, and policies and procedures.

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Effectiveness of the leadership and management is good

Since the last inspection, the childminder has successfully made improvements to extend her partnerships with parents and other settings children attend, to increase the support children receive. She has also improved her planning for children's progress. She regularly observes and records children's achievements to monitor their progress effectively and tailor experiences and support based on their interests and needs. The childminder works well to keep her knowledge and skills up to date. For instance, she has researched the internet for new ideas to extend children's creativity. Safeguarding is effective. The childminder knows how to identify and report any concerns she has about the children, including wider safeguarding matters. The childminder supports her assistant well, so his knowledge of child protection is up to date. They regularly discuss ways to make improvements, such as attending more training courses.

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Quality of teaching, learning and assessment is good

The childminder understands the children's needs well. She provides them with a wide range of interesting learning experiences that they enjoy. For example, she recognises that children like animals and she uses their interest as a basis for learning. She strategically places resources within easy reach of younger children. Children explore them with interest. For example, they investigate the animals, look for similar toys, use shape sorters, and the childminder encourages them to learn about shape and size.

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Personal development, behaviour and welfare are good

The childminder is a positive role model for children. She is warm and attentive, which helps children to feel secure. She genuinely enjoys playing with children and effectively role models how to explore and play with equipment. For example, she searched through a basket of toys with younger children, helping them to examine each one individually and find out how they work. Children develop good physical skills. They enjoy being active, for example, during outdoor play and walks in the local area with the childminder. The childminder praises children's achievements regularly, which helps to build positive self- esteem and encourages children to behave well.

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Outcomes for children are good

Children enjoy a good range of activities across all areas of learning. They are curious and play with toys and resources to develop new interests. From a young age, children learn to be sociable and form close bonds with the childminder. Children are confident. Children develop a good understanding and awareness of healthy lifestyles, such as eating fruit at snack time and being active. From a young age, children learn to communicate well. They gain good skills that prepare them well for their next stages in learning and eventual move to school.

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Setting details

Unique reference number 117486 Local authority Plymouth Inspection number 1070173 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 10 October 2014

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Telephone number

The childminder registered in 1992 and lives in Plymouth, Devon. She offers care every day from 8am until 6pm all year round, except public holidays. The childminder receives funding for the provision of free early years education for children aged two, three and four years. The childminder employs her husband as her assistant for emergency purposes only.

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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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