Childminder EY491664

Inspection date

Previous inspection date 4 December 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 form strong attachments to the childminder and other children. They are happy and have a positive sense of belonging. The childminder meets children's emotional needs well.  Children make good progress. The childminder monitors their learning well. She makes clear observations, which she uses effectively to identify children's current stages of development and their next steps in learning.  The childminder develops effective partnerships with parents. They work together consistently to meet each child's care and learning needs.  The childminder is a good role model for the children and manages their behaviour positively. Children have good levels of self-esteem and respond to her praise and encouragement well.  The childminder has a good knowledge of how to safeguard children. She is confident about the procedures to follow if she has concerns about a child's welfare.

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It is not yet outstanding because:

 Occasionally, the childminder misses some opportunities to support young children even more as they develop their early language and vocabulary.  The childminder does not focus her continuing professional development more on the quality of her teaching, to further support her planning and activities based on children's individual 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

 strengthen opportunities to support children's early vocabulary and developing language skills more  focus professional development more sharply on the quality of teaching, to further support planning and activities based on children's individual 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 engaged with the children.  The inspector looked at a selection of documentation.  The inspector discussed self-evaluation and observations of the children's play, learning and progress with the childminder, and evaluated an activity with her.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder attends safeguarding and first-aid training to keep her knowledge current, and keep children safe and protect their welfare. She keeps her teaching practice up to date. For example, she uses educational programmes to maintain effective records and procedures, and to successfully assess risks inside and outside her home. Since registration, the childminder has changed areas of her home and increased activities to encourage the children's creative explorations. She evaluates her practice well and continues to explore ways to gain feedback from parents to improve her service. For example, daily discussion with parents has contributed to using children's interests further in their play. Overall, the childminder monitors and reviews the children's progress well.

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Quality of teaching, learning and assessment is good

The childminder is attentive and engages well with the children. She helps them to make strong progress in their learning. For example, she introduces stories and textured books to encourage their sensory exploration and early enjoyment in literature. She uses cards with words to support their early language development well overall. The childminder encourages children to explore and experiment with different creative resources and materials. For example, children eagerly feel and touch objects, and show interest and fascination with the lights and moving materials inside. The childminder supports the children well to learn how to solve problems. For example, they experiment and are helped to find the correct gap in which to put their shape.

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Personal development, behaviour and welfare are good

Children are happy, relaxed and settled. They engage in regular activities to support their health and well-being. For example, younger children learn to walk and use equipment to support their physical independence and coordination, and visit the park. The childminder is a good role model who supports younger children's awareness of effective health and safety practices. For example, she washes her hands and theirs, cleans the nappy changing area, talks about potential hazards, and tidies away the toys.

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Outcomes for children are good

Children gain good skills in preparation for their future learning and for school. Younger children are inquisitive, sociable and eager to investigate their surroundings. For example, they explore the sensory toys and practise new skills, and make new sounds with the musical instruments. Children show increasing awareness of their individual needs. They recognise when they are thirsty and enjoy nutritious snack choices. Children use early forms of communication well. For example, they make sounds, gestures and facial expressions, and enjoy moving their body to musical sounds.

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Setting details

Unique reference number EY491664 Local authority Devon Inspection number 1024567 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 4 Number of children on roll 3

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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. She lives in Exeter, Devon. The childminder works three days a week from 7am to 5.30pm.

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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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