Moon, Nicola Jean

Inspection date

Previous inspection date 11 August 2017 21 May 2014

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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 close bonds with the childminder and other children. For example, as their friends arrive, children are excited and eagerly greet each other. Children behave very well.  The childminder organises resources well, which encourages children to make independent play choices. Spaces where children play are stimulating and interesting.  The childminder effectively observes, plans and assesses children's progress and development. This enables her to provide activities children enjoy to build positive attitudes to learning.  Partnerships with parents are effective. The childminder exchanges information with parents to help them work together to support children consistently, such as sharing favourite books to support literacy skills.  Since the last inspection, the childminder has made good improvements to extend children's learning in the outdoor area. For example, children enjoy planting

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This provision is good

opportunities to observe growth in the natural world.

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It is not yet outstanding because:

 The childminder does not consistently encourage older children to develop their knowledge of mathematics, especially positional language and comparisons.  Although children build good social skills, the childminder does not use all opportunities to extend these even further.

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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 opportunities to extend children's awareness and understanding positional language and to make simple comparisons, especially the older ones  build on experiences to develop children's social skills even further.

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Inspection activities

 The inspector observed children playing.  The inspector spoke to parents and children at appropriate times during the inspection.  The inspector completed a joint observation with the childminder.  The inspector spoke to the childminder about how she organises learning opportunities for children and works with parents.  The inspector sampled documents, including risk assessments, children's records, and policies and procedures.

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Effectiveness of the leadership and management is good

The childminder keeps her knowledge up to date well. For example, she attends training and completes independent research about brain development that helps her support children's emotional needs. She regularly refreshes her knowledge of child protection and knows how to identify and report any concerns she has about children. Safeguarding is effective. The childminder monitors children's progress well. She completes ongoing assessments to help her identify and support any gaps in their learning. The childminder works successfully in partnership with other settings children attend. She is familiar with children's achievements and complements them well to support children's all-round needs. The childminder often reflects on her practice to identify and plan for improvements. For example, she intends to extend monitoring procedures to help her increase opportunities for children to explore their interests even further.

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Quality of teaching, learning and assessment is good

The childminder understands the children in her care well. She gathers relevant information from parents, so she can begin organising enjoyable activities from the outset. She knows children's development needs and provides ongoing support accordingly, such as repeating words back to younger children whose language is developing. The childminder sensitively interacts with children to challenge their learning. For example, she encourages younger children to persist with challenging activities, such as dough play, to help extend their concentration skills.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. She is kind and sensitive towards children, which helps them to feel safe so they settle quickly. The childminder plays alongside children and frequently offers praise and encouragement. This helps to build good self-esteem and eagerness to play and learn. Children complete simple tasks and learn to be independent. For example, at snack time, all children help to peel fruit for everyone to eat. Older children manage their personal care needs well, and the childminder supports the younger ones to develop their understanding further, such as when washing their hands.

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Outcomes for children are good

Children enjoy activities that extend their experiences well across all areas of learning. They develop skills to help prepare for their next stages of development and eventual move to school. They use a range of tools to make marks, such as chalks, which builds their very early writing skills. Children learn to be cooperative. They play in groups, learning to take turns and share equipment, where older children remind the younger ones to 'follow the rules'. Children are confident communicators and, from a very young age, learn to express their needs. The youngest children are imaginative. They enjoy pretend play, such as dressing up and pretending to be lions, helping to build confidence and an eagerness to learn.

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Setting details

Unique reference number EY359550 Local authority Plymouth Inspection number 1068841 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder registered in 2007 and lives in Plymouth, Devon. She offers care every weekday from 7.30am until 6pm, all year round, except public holidays. The childminder receives funding for the provision of free early years education for children aged two, three and four years.

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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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