Childminder in Devon

Inspection date

Previous inspection date 21 February 2017 1 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 has good partnerships with parents and other early years providers. They share important information to work together consistently to meet children's care and learning needs effectively.  The childminder seeks good information from parents about children's starting points. She uses this and her own observations well to plan and support children's next stages of development. Children make good progress.  The childminder evaluates her provision well, seeking parents' feedback. She successfully identifies her own professional development that will improve her teaching and have the best impact on children's learning. For example, following training, she provides young children with baskets of interesting everyday objects for them to explore and work out what they can do with them.  Children make strong progress in their personal, social and emotional development. For example, the childminder provides them with good opportunities to use photographs to

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This provision is good

talk about their families and home life. Children behave well and learn to share.

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It is not yet outstanding because:

 The childminder asks children questions and then sometimes answers them herself, not giving children enough time to think and respond.  The childminder does not make the most of art and craft activities and resources to encourage children to use their own ideas and extend their creativity.

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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

 give children more time to think and consider their answers to questions  provide children with opportunities to use a wide range of resources and explore their own ideas further in art and craft activities.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder keeps up to date with child protection procedures. She knows what to do should she have a concern about children's welfare or safety. She follows her written policies and procedures well to help her keep children safe. The childminder effectively monitors children's overall development to identify any gaps in their learning and help them to catch up. Since her last inspection, the childminder has developed her knowledge of supporting children's mathematical language well. For example, she helps children to name sizes of toy bears, and match and sort their clothes. She has more equipment to prompt children to lead their learning, such as calculators and beads, to match, count the number and recognise shapes.

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Quality of teaching, learning and assessment is good

The childminder plans good activities that children want to take part in. For example, they enjoy hearing stories about dental hygiene and are eager to have a go at brushing their teeth. The childminder extends children's understanding well using age-appropriate computer games. She supports children well in extending their vocabulary. For example, she uses new words with visual aids. Children repeat the words and use them independently in the correct context. The childminder organises many outings to extend children's awareness of their environment and to support their physical development. For example, older children learn about birds of prey and younger children gain control and coordination on soft play equipment.

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Personal development, behaviour and welfare are good

The childminder provides a good role model so that children are gentle. For example, she holds babies in her arms and makes eye contact while giving them their bottle, so they feel secure. Children enjoy spontaneous cuddles with each other and the childminder. Children develop a good understanding of healthy practices. For example, older children know to put their hand over their mouth when coughing and to use a tissue when their nose runs. The childminder uses role play well to help children further. For example, children learn about personal hygiene as they play with dolls. Children enjoy healthy home-cooked meals and drink plenty of water to stay hydrated.

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Outcomes for children are good

Children develop good skills that prepare them well for school. For example, they gain confidence in their own abilities and want to try new experiences. Children develop good independence. For example, young children know where to find their belongings, such as their nappy for changing. Older children help to set the table and cut up their own fruit. Children have good relationships with the childminder and each other, and learn to understand and manage their feelings effectively.

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Setting details

Unique reference number EY471350 Local authority Devon Inspection number 1071671 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 5 Number of children on roll 6

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Telephone number

The childminder registered in 2014 and lives in Cranbrook, near Exeter, Devon. She provides care from Monday to Friday, including before and after school, for 47 weeks a year. The childminder holds an early years qualification at level 2. She receives funding to provide free early education for children aged two and three 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

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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