Childminder EY490645

Inspection date

Previous inspection date 2 October 2017 Not applicable

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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 settle in quickly and form strong bonds with the caring childminder, who knows them well. They are confident and feel secure at the setting. Children enthusiastically invite the childminder to participate in their games.  The childminder supports children's physical development successfully. She provides ample opportunities for them to develop their dexterity. For example, she teaches children to use a rolling pin and to roll dough into balls between their hands, and to slice fruit for snack time. Children make good progress across all areas of learning.  Partnerships with parents and other settings that children attend are effective. The childminder frequently exchanges detailed information with them about children's care and learning, to enable continuity between children's experiences.  The childminder is committed to strengthening her knowledge and skills, and regularly completes training. For instance, she has learned additional strategies to manage

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This provision is good

children's behaviour, to support their personal, social and emotional development even more successfully.

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It is not yet outstanding because:

 On occasion, the childminder's expectations for the younger children are too high, which limits their concentration and engagement during some adult-led activities.  The childminder does not support children to be imaginative as well as she could, to engage them in play that enables them to be creative and explore their ideas.

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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

 review the level of challenge for the younger children during adult-led activities, to ensure they consistently match children's stage of development to build on what they know and can do  provide more opportunities for children to play imaginatively and creatively.

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Inspection activities

 The inspector viewed the learning environment and observed children's participation in adult-led activities.  The inspector took account of the views of children and spoke with the childminder at appropriate times during the inspection.  The inspector carried out a joint observation with the childminder, to evaluate the quality of teaching and learning of an adult-led activity together.  The inspector sampled a range of documentation, including children's learning records, the childminder's and assistant's training certificates, and policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the procedures to follow in the event of any concerns about a child's welfare. She thoroughly assesses and minimises hazards in her home, to provide a safe space for children. The childminder supervises children closely at all times and works with an assistant when needed to maintain appropriate ratios. She shares information with the assistant so they can meet children's needs, and provides good support for his professional development through regular discussions. The childminder identifies appropriate areas for improvement and promptly takes action to address these. For instance, she has recently begun to obtain more detailed information from parents about their children's development when they first attend, to get to know the children more quickly. The childminder is planning to learn and use sign language to enhance children's communication skills.

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Quality of teaching, learning and assessment is good

The childminder monitors children's development well, to identify and target any gaps in their learning. On most occasions, she engages the children in suitably challenging activities, building on what they know and can do. For example, children enjoy throwing bean bags as far as they can up the steps, which the childminder has numbered. They show good early mathematics skills, such as guessing which numbered step the bean bags land on and, during a craft activity, talking about the different shapes they use. The childminder enthusiastically engages in children's play and is a skilful teacher of communication and language. For instance, she models simple sentences clearly, repeats what children say before responding, and encourages children to share their thoughts and ideas.

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Personal development, behaviour and welfare are good

The childminder provides a warm and welcoming environment in which children learn and develop. She knows the children well and is a positive role model. Children behave well. They listen to the childminder, follow her instructions and show kindness to others. For example, when fetching a chair to sit on at snack time, the children thoughtfully bring one for the childminder. She uses appropriate strategies to manage children's behaviour and promote their personal, social and emotional development. For instance, she works with parents to find out about children's interests during settling-in sessions and subsequently provides toys with which she knows children will enjoy playing.

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Outcomes for children are good

Children learn the skills that prepare them well for the next stage in their learning and for starting school. For example, they independently manage their own care needs, such as dressing themselves, slicing fruit for snack time and wiping their face after eating. Children communicate confidently and frequently initiate discussion with others. They are interested and motivated to learn and explore, receive enthusiastic praise for their efforts and thrive in this positive environment.

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Setting details

Unique reference number EY490645 Local authority Torbay Inspection number 1024562 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 4 Number of children on roll 6

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Torquay, Devon. She offers care each weekday, all year round. The childminder works with an assistant at times.

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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

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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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