Childminder in Devon

Inspection date

Previous inspection date 10 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

 The childminder evaluates her provision well. She identifies appropriate areas for development and targets these effectively to maintain good outcomes for children. For example, she has developed her assessment process to monitor children's progress more successfully and quickly recognise any gaps in learning.  The childminder works well with parents at the start to help her get to know children and assess their individual starting points. She uses this information and her own observations to plan for children's next stages of development. Children make good progress across all areas.  The childminder provides a stimulating and welcoming environment, with a broad range of toys and resources. Children are eager and motivated to play and learn.  The childminder knows children well. She shows them her full attention and enthusiastically joins in with their games. For example, she rolls balls to babies and

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This provision is good

they happily copy her actions to pass them back to her. Children are confident and settled, and form strong bonds with the caring childminder.

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It is not yet outstanding because:

 At times, the childminder uses language that is too complex for the younger children to understand, to encourage them to try to say new words.  The childminder lacks the confidence to support parents as well as she could, to enable them to manage children's behaviour consistently together and extend children's learning at home.

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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

 use more simple language and sentences to consistently support the youngest children's language development  share ongoing, detailed information with parents to involve them more in their children's learning, and support them effectively to manage children's behaviour at home to help children learn to consistently behave well.

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Inspection activities

 The inspector observed children's self-chosen play and their interactions with the childminder.  The inspector spoke to children and held discussions with the childminder at appropriate times during the inspection.  The inspector sampled a range of documents, including children's learning records, 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 clear understanding of her responsibility to refer any concerns about a child's welfare promptly to the relevant authorities. She risk assesses her home to help her provide a safe environment for children and teaches them how to exit her premises quickly in the event of an emergency. For example, she regularly practises fire drills with children so they learn how to keep themselves safe. The childminder continues to update her professional skills and knowledge. For instance, she shares good practice with other childcare providers and researches new ideas. This has led her to plan a bigger range of art and craft activities, to provide more opportunities for children to be creative.

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Quality of teaching, learning and assessment is good

The childminder uses her good teaching skills to capture children's interest and engage them well in activities. For example, she encourages younger children to press the buttons on a technology toy, which successfully motivates them to investigate how to produce different sounds from the toy. Overall, the childminder supports children's language skills well and they listen to her with interest. For instance, she encourages babies' babbling to continue their two-way interaction. Children engage in varied learning experiences that develop their dexterity and coordination. For example, the childminder shows younger children how to post a plastic coin through a narrow slot and they concentrate well as they try to copy this. The childminder routinely models the use of mathematical language, to familiarise children with number names, counting and order.

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Personal development, behaviour and welfare are good

The childminder builds children's self-esteem effectively. For example, she praises children and shows them respect by modelling good manners. Children are content and comfortable in the childminder's care. The childminder responds well to their emotional needs, such as quickly identifying when children are tired and encouraging them to rest or sleep. Children learn how to take turns and share from a young age. For instance, they know to pass the ball to others when they play together. The childminder routinely promotes children's health well, such as ensuring children have clean hands before they eat.

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Outcomes for children are good

Children develop good skills for their future learning to prepare them well for the move to school. They are motivated to learn and develop good independence, such as exploring, and choosing toys and games that interest them without adult support. Children pay good attention to what the childminder says and respond confidently. They learn about numbers through, for example, hearing the childminder count in their play.

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Setting details

Unique reference number EY491286 Local authority Devon Inspection number 1022191 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 8 Total number of places 4 Number of children on roll 1

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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 the Exwick area of Exeter. She offers care for children each weekday, 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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