Squirrell, Lee

Inspection date

Previous inspection date 8 May 2017 23 November 2016

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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 make good progress and the childminder monitors their learning well. She makes detailed observations, which she uses effectively to identify children's current stages of development and their next steps in learning.  The childminder provides a stimulating environment with a good range of resources, which successfully supports children's learning well overall. Children are engaged and eager to learn.  The childminder forms secure and warm relationships with the children, and this supports their emotional needs well. Children display good levels of confidence and are happy to explore.  The childminder recognises the significance of reflecting on her practice. For example, she researches information, keeps up to date with changes, liaises with the early years team and continues to have plans in place for the future development of her provision.  The childminder has a good knowledge of how to safeguard children. She is confident

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This provision is good

about the procedures to follow if she has concerns about a child's welfare.

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It is not yet outstanding because:

 At times, the childminder does not make the best possible use of opportunities to support children further as they explore new vocabulary.  The childminder sometimes misses opportunities to further extend children's mathematical understanding of numbers and size.

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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

 offer more consistent support to extend children's vocabulary and understanding, and to use words to express themselves  increase opportunities to extend children's mathematical understanding of number and size as they continue to explore their surroundings.

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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 children.  The inspector examined a selection of documentation.  The inspector discussed self-evaluation and observations of the children's play, learning and progress with the childminder, and evaluated an activity with her.

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Effectiveness of the leadership and management is good

The childminder has a good understanding of the requirements of her role. Safeguarding is effective. Since the last inspection, she has successfully implemented procedures to keep children safe and vigilantly supervises them. This supports their well-being. She has improved the quality of teaching by reviewing and developing the way she tracks children's progress, and effectively monitors and plans their next steps in learning. This provides children with further challenges and helps them to make stronger progress. The childminder has improved partnerships with parents and other early years settings. For example, she shares information consistently to support the children's individual learning needs. She helps children to become independent, and has creatively developed resources well, to increase their literacy and mathematical skills well overall.

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Quality of teaching, learning and assessment is good

The childminder enthusiastically introduces activities to engage the children's interest in learning. For example, children eagerly explore textures and materials as they learn to make marks, manipulate equipment and enjoy designing a caterpillar. Younger children explore natural items and experiment with sounds. For instance, they copy the childminder, banging two objects together and respond to her positive interactions, as they babble, smile and make noises. The childminder supports children's interest in books well. For example, they enjoy using props, and develop their imagination and good listening skills. Overall, children repeat familiar phrases and develop their language.

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Personal development, behaviour and welfare are good

Children enjoy physical exercise and fresh air to support their health and well-being. For example, they use various equipment in the garden to support their large-muscle skills, balance and coordination. Children engage in good hygiene practices, for instance, they wash their hands, and enjoy nutritious meals and snacks. The childminder sets consistent boundaries for children and increases their awareness of potential dangers. For example, she talks about road safety procedures and assesses children's level of safety awareness in close liaison with parents. Children learn about acceptable behaviour and are polite.

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Outcomes for children are good

Children develop good skills in preparation for their next stage in learning and in early readiness for school. Children are keen to explore and investigate. In general, they learn to match, use descriptive language and practise developing new skills, for instance, cutting with the scissors. Children are given choices in their play and show increasing concentration and independence with their self-care skills. They demonstrate good social skills and build good relationships with each other.

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Setting details

Unique reference number EY379823 Local authority Devon Inspection number 1079537 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 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 23 November 2016

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Telephone number

The childminder registered in 2008 and lives in Newton Abbot, Devon. The childminder offers care for children from 7am to 7pm, Monday to Friday and every other Saturday, all year round.

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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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