Childminder EY425095

Inspection date

Previous inspection date 19 April 2017 3 June 2015

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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 provides a stimulating, welcoming environment with a good range of resources, which successfully supports children's learning. Children are well engaged, motivated and eager to learn. They make good progress in their development.  The childminder forms secure and warm relationships with the children and frequently praises their achievements. This supports their emotional well-being and they display increasing levels of confidence and are happy to learn and explore.  The childminder develops effective partnerships with parents. They work together to meet each child's care and learning needs through a supportive approach.  The childminder is skilled at interacting with the children. Children develop confidence and feel safe and secure as they enjoy using their early communication and social skills.  The childminder's evaluations are effective. She monitors her practice and supervises

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This provision is good

the work of her assistant well to ensure children's needs are met effectively. She drives forward improvements to benefit the outcomes for children.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities to support younger children's early awareness of numbers, shapes and colours.  At times, the childminder's planning for children's future learning is not as precise as possible to help them make even better progress.

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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

 increase opportunities to extend younger children's early mathematical understanding as they explore and use their senses  make better use of assessments for children to identify and plan for their next steps in learning even more frequently and precisely, to help them make the best progress possible.

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Inspection activities

 The inspector observed activities and the impact of teaching on children's learning.  The inspector held discussions with the childminder and talked with the children.  The inspector checked the suitability of the childminder, including her qualifications, and sampled records.  The inspector discussed self-evaluation and observations of the children's play, learning and progress with the childminder.  The inspector took account of the views of parents and carers, by talking to them and by reading comments provided in their written feedback.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of all the requirements. She takes positive steps to develop her skills and knowledge. For example, she attends training and uses articles and the internet to keep up with current practice issues. The childminder has re- organised the playroom, which has increased children's accessibility to quality resources and provides more space for them to explore and make choices. Safeguarding is effective. The childminder has focused on updating her knowledge of child protection and safeguarding procedures, and she has an effective understanding of her responsibilities.

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Quality of teaching, learning and assessment is good

The childminder skilfully interacts with younger children. For example, she uses a commentary, questions and single words to encourage their early communication skills. The childminder supports children's interest in books well, for instance, as she encourages them to touch and feel the textured pictures and to confidently turn the pages. The childminder introduces children to different sounds and rhythms. For instance, children enthusiastically explore and shake musical instruments and move their body to the music. The childminder supports children's learning well. For example, she introduces toys to maintain their interest and shows them how to press buttons to watch for the action responses.

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Personal development, behaviour and welfare are good

Children develop an early awareness of potential dangers as the childminder is a good role model. For example, she tidies the floor toys to encourage younger children to take their first steps and to help them move safely. She explains the consequences of their actions to further guide them, and talks about road safety procedures. Children enjoy regular exercise and fresh air to support their health and well-being. For example, they play in the garden, practise balancing and walking, while learning to manoeuvre the equipment. They show fascination as they watch bubbles blow out of a machine and float around them. Children enjoy regular drinks. For instance, the childminder monitors their intake and makes their cups available.

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Outcomes for children are good

Children are inquisitive, observant and show increasing levels of interest in the world around them. For example, they are eager to stand and manoeuvre the walking toys indoors and outdoors and enjoy knocking over built towers. Younger children practise newly learnt skills, for instance, as they roll and throw a ball and make early marks. They learn to communicate and respond well through vocal sounds and gestures. Children develop good skills in preparation for their next stage in learning and in early readiness for school.

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Setting details

Unique reference number EY425095 Local authority Devon Inspection number 1094755 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 2011 and she lives in Exeter, Devon. The childminder offers her service from Monday to Thursday, operating from 8am to 5.15pm, all year round, except public holidays.

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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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