Childminder 104322

Inspection date

Previous inspection date 7 June 2017 12 May 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

 Children form strong attachments to the childminder and other children. They are confident, happy and have a positive sense of belonging.  The childminder is skilled at interacting with the children. They develop good communication and language skills, and are confident and sociable.  Children behave well. The childminder teaches children to be considerate, recognises their achievements and encourages them to share and take turns.  The childminder provides a stimulating 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 knows how to keep children safe. She understands her responsibility to report concerns to protect children's health and well-being.  The childminder develops effective partnerships with parents and other professionals.

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This provision is good

They work together to meet each child's care and learning needs through a consistent and supportive approach.

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It is not yet outstanding because:

 At times, the childminder's observations and planning for children's future learning are not as precise as possible to build further on their already good progress.  The childminder does not make the most of opportunities to help children to develop their independence skills to manage their own hygiene needs.

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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

 make better use of observations to identify and plan for children's next steps in learning even more precisely, to help them make the best possible progress  extend opportunities for children to develop their independence skills to meet their personal hygiene needs.

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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 with the childminder self-evaluation and observations of the children's play, learning and progress, and evaluated an activity with her.  The inspector took account of the views of parents and carers, provided in their written feedback.

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Effectiveness of the leadership and management is good

The childminder successfully reviews and evaluates her practice, and monitors the children's progress well overall. For example, she recognised gaps in the children's mathematical development and quickly addressed these. She introduced more mathematical language and numbers in her activities. Since the last inspection, the childminder shares information more effectively with parents about children's progress and has improved ways to communicate and involve them in their learning. Safeguarding is effective. The childminder keeps her practice and procedures up to date. For instance, through training, attending childminding groups and using the internet, she has improved the quality of her teaching and care.

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Quality of teaching, learning and assessment is good

The childminder knows children well and provides enjoyable and inclusive activities which support their learning and interests well. For example, children search for toy insects hidden by textured materials. The childminder is skilful at engaging with children and knows when to interact and guide their play. For instance, young children learn how to empty, fill and manoeuvre a toy truck purposely, and are interested in patterns and marks left by the truck. The childminder skilfully asks questions and encourages children to think. For instance, they begin to use mathematical language and understand about size. The childminder repeats words and extends the children's sentence structure to support their speech and language development.

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Personal development, behaviour and welfare are good

The childminder gains good information from parents about children's starting points, to support their emotional well-being. For instance, she uses picture cards, hand signs and guidance from other professionals to support their individual needs. Children enjoy healthy options at snack time, and frequently recognise when they need a drink. Activities encourage children's enthusiasm for physical exercise and fresh air. For example, they demonstrate good physical skills on the equipment in the garden and confidently manoeuvre the scooter and ride-on toys.

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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 enthusiastic learners who make choices and are keen to explore and investigate. For example, they hunt for mini beasts in the garden and learn how to use various tools. Children use language well to express their individual needs. They enjoy literature and engage in the story, and become familiar with numbers and letter sounds. For example, they count the spots on the ladybird and sound out the initial letter of their name. They engage socially and form good friendships.

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Setting details

Unique reference number 104322 Local authority Devon Inspection number 1088949 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 1988 and lives in Exeter, Devon. The childminder offers her service on Tuesday to Thursday from 8am to 4.30pm, throughout the year. The childminder has a level 3 qualification in childcare.

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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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