Childminder EY338787

Inspection date

Previous inspection date 24 April 2017 3 June 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Outstanding 1

p.1

This provision is good

 The childminder supports children's literacy development well. For example, she helps them learn to recognise letters and to understand that writing has meaning. Children make good progress in all areas.  The childminder provides a highly stimulating environment. Children confidently take the lead in their learning, such as when making independent choices in their play.  Children settle in extremely well, are highly confident and develop a very strong sense of identity. For example, when singing nursery rhymes with the childminder, children inform her that they would like to sing their favourite song by themselves.  Young children take responsibility for their own care needs and manage this with great success. For instance, they dress and feed themselves, often without help.  The childminder effectively evaluates her provision to target any areas for development. For example, she has successfully addressed a previous recommendation to increase

p.1

This provision is good

opportunities for children to learn to share and take turns.

p.1

It is not yet outstanding because:

 At times, due to her enthusiasm, the childminder offers solutions too quickly and does not give children time to solve problems and think critically.  The childminder does not consistently offer a wide range of opportunities that supports children to explore different technologies, to extend their learning further.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 increase opportunities for children to develop their thinking skills and solve problems for themselves  provide even more opportunities to support children's understanding of cause and effect and the uses of modern technology.

p.2

Inspection activities

 The inspector observed the childminder's interactions with children and the quality of teaching during activities and tasks.  The inspector took account of the views of parents through their written feedback.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector sampled documentation, including children's learning records, training certificates, and policies and procedures.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her responsibilities to identify and report any child protection concerns to the appropriate agencies. She conscientiously risk assesses activities and her home for potential hazards. For example, she considers how to promote the safety and hygiene of young children before they plant seeds together. The childminder values professional development opportunities to maintain and raise good outcomes for children. For instance, she meets with other childcare providers to learn new activity ideas, which has helped to develop children's mathematical skills, particularly in their understanding of patterns.

p.3

Quality of teaching, learning and assessment is good

The childminder reviews and assesses children's learning accurately and uses this information well to plan and provide a good range of experiences. Children have ample opportunities to be creative, try out their ideas and explore different textures. For example, the childminder listens to and supports a child's idea to mix paint colours with their feet to make colourful footprints. Children greatly enjoy listening to stories, enthusiastically retell them and imaginatively make up their own. The childminder routinely encourages them to count and creates entertaining challenges to extend their physical skills, such as balancing beanbags on their head. She works closely with parents to enable consistency in children's care and learning.

p.3

Personal development, behaviour and welfare are outstanding

The childminder forms exceedingly close and trusting relationships with children. She is an extremely good role model and shows them great respect. Children excitedly invite her to join in their games, which she does whole-heartedly. As they play together, children maintain focus for long periods and enjoy learning new things. For example, the childminder teaches them about vets and they immediately use this new knowledge in their role play. Children show that they fully understand the expectations, such as when they talk about their own sharing skills and behave beautifully. They have an excellent understanding of how to keep themselves safe and healthy.

p.3

Outcomes for children are good

Children develop a good range of skills which prepares them well for the next steps in learning and school. For example, they recognise and form letters in sand with their fingers and count correctly. They participate fully and enthusiastically in activities and maintain good levels of concentration during play. Children are self-assured, independent and creative. For instance, they enjoy experimenting with colour mixing and exploring using their senses.

p.3

Setting details

Unique reference number EY338787 Local authority Devon Inspection number 1092814 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

p.4

Telephone number

The childminder registered in 2006. She lives in Bishops Nympton in North Devon. The childminder works each weekday from 8am to 5.30pm, term time only.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5