Childminder EY469639

Inspection date

Previous inspection date 13 February 2017 29 July 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 ensures her professional development focuses well on her teaching skills, to provide good outcomes for children. For example, she has attended training to extend her knowledge and teaching to support children's language skills, especially babies and those who are learning English as an additional language.  The childminder consistently manages children's behaviour well. Children learn to share, are polite, they think of other's needs and behave well.  The childminder provides good support for children's independence. Children gain good confidence to manage their care needs and want to persevere with new skills. For example, young children proudly say 'did it' as they pull up the zip on their coat.  The childminder's strong partnership with parents ensures she knows the children really well and is able to meet their daily physical and emotional needs effectively.  The childminder works closely with parents and other early years providers to

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This provision is good

consistently support children's learning. Children make good progress from their starting points.

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It is not yet outstanding because:

 The childminder misses opportunities to help older children make predications and test their ideas to find out if they are correct.  The childminder does not use opportunities successfully for older children to practise their writing skills more.

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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 older children more in making predications and testing their ideas  help older children develop their early writing skills further.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder carries out good risk assessments and takes effective action to keep children safe. For example, she removes scissors from children's reach before going to answer the door. She has a good understanding of child protection procedures and knows what to do if a child is at risk of harm. The childminder uses self- evaluation effectively, including seeking parents' views, to identify how to keep improving her provision. For example, she is extending the information she keeps on children's development, to track their overall progress more closely, identify any gaps in her planning, and see more easily where children may need additional help.

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Quality of teaching, learning and assessment is good

The childminder regularly observes children, so she has a good knowledge of their development and ways to help them make further progress. She provides good support for children to develop their hand-eye coordination and control. For example, she demonstrates how to use scissors and move paper around to make it easier to cut. Children follow her instructions well and are pleased when they manage for themselves. The childminder helps young children successfully to see how they have made different colours. For example, she points out that by putting a brush with blue paint on into the yellow, they have made green. The childminder provides effective support for young children's language and communication skills. For example, she uses words with actions and pictures. Young children repeat the words and later use them appropriately.

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Personal development, behaviour and welfare are good

Children develop strong relationships with each other and the childminder. They settle quickly and are confident in the childminder's home. The childminder makes good use of books to help children understand their feelings. For example, they discuss if some actions are kind or not and how important it is to share. Children gain a secure understanding of keeping safe and healthy. For example, they practise the emergency evacuation procedures every month with the childminder. The childminder uses cooking activities and mealtimes well for children to gain a good understanding of hygiene and healthy eating. Children learn well about people's differences. For example, they learn about different ways of communicating, including using signing.

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Outcomes for children are good

Children develop good skills that prepare them well for school. For example, they listen well to instructions and are eager to participate in activities. Children are inquisitive, play imaginatively and enjoy being creative. For example, they explore and describe textures, and choose different materials in their craft activities. Children are proud of their own development. For example, they recall what they could not do as a baby but can do now.

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Setting details

Unique reference number EY469639 Local authority Devon Inspection number 1071626 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 5 Number of children on roll 2

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Name of registered person

Date of previous inspection 29 July 2014

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Telephone number

The childminder registered in 2013 and lives in the Whipton area of Exeter, Devon. She provides care Monday to Friday from 8am to 6pm for 47 weeks a year, including before and after school.

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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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