Childminder 153995

Inspection date

Previous inspection date 10 November 2017 17 November 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 are happy and have good self-esteem. They show they feel emotionally secure through their confident interactions with the childminder and each other. The childminder is a good role model, which reflects in the children's kind behaviour.  Children make good progress, relative to their starting points. The childminder's effective relationships with other settings mean she knows children's next steps at pre- school and can make sure she plans activities to complement these.  The childminder reflects well on where she can make improvements to her practice, to ensure good-quality outcomes for children. For example, providing a wider range of easily accessible resources for children encourages them to make more independent choices in their play. They confidently suggest activities they want to do next time.  Children's safety awareness is very good. The childminder ensures they are knowledgeable about the possible hazards of being on a farm and how to minimise

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This provision is good

these. For example, young children enjoy watching the farm machinery from a safe distance. Older children love sitting on the tractors and pretending to drive them.

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It is not yet outstanding because:

 Activities to encourage children to learn about technology lack challenge for older children.  Although the childminder talks to parents each day about their children's learning, she does not gain information from all parents about what children learn 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

 provide more challenge for older children as they learn to use technology for different purposes  encourage parents to share their children's learning achievements at home, to contribute to assessments of their progress and in planning for future learning.

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Inspection activities

 The inspector observed the childminder and children engaged in learning activities.  The inspector talked to children and parents.  The inspector discussed with the childminder how she monitors children's progress and plans for future learning.  The inspector sampled required documentation, including safeguarding procedures, and talked to the childminder about how she implements these to keep children safe.

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Effectiveness of the leadership and management is good

Although opportunities for the childminder to attend face-to-face training are limited, she focuses well on what she can improve to have a positive impact on children's learning. She uses local professional networks effectively to build on her existing knowledge. For example, workshops in supporting children who have special educational needs helped her become more precise in monitoring all children's learning. For instance, she uses an effective tracking system that shows at a glance whether children make expected progress. She gathers good evidence to share with parents, to decide whether children require additional help to help close any gaps in learning. Safeguarding is effective. The childminder has a good understanding of local safeguarding procedures and knows how to implement these to help protect children from harm.

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Quality of teaching, learning and assessment is good

The childminder uses her good knowledge of individual children's interests to plan activities that are challenging and promote their learning well. For example, children use twigs and leaves they have collected to make pictures of hedgehogs. The childminder encourages good discussions about what they have previously learned about hedgehogs. Children confidently talk about what they eat, and that they hibernate in winter. The childminder develops this well, asking them about other animals that hibernate, such as squirrels and bears. The childminder uses opportunities to extend children's learning effectively. For example, while telling a story, she draws their attention to the rhyming words, 'sea' and 'quay'. She asks them to think about other words that rhyme with these, and children quickly responded with 'me' and 'tree'.

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Personal development, behaviour and welfare are good

Children enjoy very good activities that encourage them to be physically active. For example, older children climb trees and use the tyre swing to sit on and climb through. Children of all ages love to explore the farm and visit the livestock. This helps them to develop a very good understanding of health and hygiene. For example, they know they must wash their hands thoroughly when they return indoors from visiting the cows. Children explain, 'You can't see germs but they can make you sick'.

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Outcomes for children are good

Children learn good skills that prepare them well for their next stage in learning, including going to school. For example, younger children begin to understand the concepts of sharing and taking turns. Older children benefit from regular one-to-one activities that help them learn to focus and concentrate as they develop their skills. For example, copying shapes freehand to become confident in holding and manipulating a pencil, which helps prepare them for writing and forming letters later on in their learning.

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Setting details

Unique reference number 153995 Local authority Devon Inspection number 1070379 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 17 November 2014

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Telephone number

The childminder registered in 2000. She lives on a farm near Drewsteignton in Devon. She works Monday to Friday from 7.30am to 5pm, all year. The childminder offers funded early 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

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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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