Childminder EY389232

Inspection date

Previous inspection date 18 May 2017 26 January 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 continues to strengthen her professional knowledge and skills well. For example, having observed other practitioners, she now provides even more opportunities for children to do things for themselves.  Children behave well. The childminder uses a wide range of strategies to help children understand her expectations. For example, she routinely reminds them of the boundaries and informs them how long they have left to play before starting a new activity or task, so they can end their play in their own way.  The childminder supports children's physical development particularly well. For example, she encourages children to try out new ways to bounce on the trampoline. Children successfully pedal ride-on toys and develop good coordination as they scoop soil using a trowel. They make good progress across all areas of learning.  Partnerships with parents are effective. The childminder works closely with parents to

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This provision is good

meet each child's care and learning needs through a supportive and consistent approach.

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It is not yet outstanding because:

 On occasions, the childminder does not make best possible use of opportunities to teach children about healthy lifestyles and how to keep themselves safe.  The childminder misses occasions to extend children's understanding of mathematical concepts further, such as learning about numbers, counting, shape 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

 provide more opportunities for children to learn about how to keep themselves healthy and safe  develop children's mathematical skills further by making the most of opportunities for them to learn about numbers, counting, shape and size.

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Inspection activities

 The inspector observed the learning environment, a planned activity and interactions between the childminder and children.  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 a range of documentation, including self-evaluation, training certificates and written observations of children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands child protection issues and safeguarding procedures well. She has completed training to keep her knowledge up to date. She supervises children closely and carries out detailed assessments of her home to promote children's safety as they play and explore. The childminder provides good support for the assistants she occasionally works with to implement routines and procedures consistently. The childminder monitors children's progress effectively and uses this information well to evaluate her provision. For example, since the last inspection, she has successfully extended children's literacy skills by displaying and referring to letters of the alphabet. The childminder has plans to develop her garden to enable children to take more risks in their play.

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Quality of teaching, learning and assessment is good

The childminder plans stimulating activities that take account of children's interests and development needs. For example, she supports younger children to develop coordination as they use garden tools and teaches older children about care and growth as they plant seeds. All children eagerly participate and have a go. The childminder extends children's vocabulary effectively, such as through positive modelling and encouraging them to explore sounds and words. Children are confident and successful communicators. The childminder builds on children's literacy skills well. For example, she reads books to them using interesting tones to fully capture their attention. She engages them further by asking questions about the pictures.

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Personal development, behaviour and welfare are good

Children form close relationships with the childminder and settle in quickly. The childminder is warm, caring and responsive to their emotional needs. For example, she quickly recognises when children are tired and makes arrangements for them to sleep and offers cuddles when they become upset. Children develop good social skills and learn to be respectful. For example, the childminder encourages them to use good manners, such as reminding children to wait until their friends have finished eating before getting down from the table. Children are kind, get along well together and make independent choices in their play from the broad range of stimulating resources.

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Outcomes for children are good

Children are sociable, confident and well prepared for their future learning, including starting school. For example, they learn to be independent as they eagerly have a go at slicing fruit for snack. Children contribute fully in activities, listen well and maintain good levels of concentration. They are creative and play together imaginatively, such as re- enacting what they know and have seen as they pretend to work at a shop.

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Setting details

Unique reference number EY389232 Local authority Devon Inspection number 1093743 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 17

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Name of registered person

Date of previous inspection 26 January 2015

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Telephone number

The childminder registered in 2009 and works with an assistant on occasion at her home in Tedburn St Mary, Exeter, Devon. She works Monday to Friday 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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