Childminder EY413906

Inspection date

Previous inspection date 6 June 2018 25 June 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 emotional attachments with the childminder and have good relationships with their friends. The childminder meets children's emotional needs well.  Children behave well and develop good social skills. The childminder is consistent in her approach and children respond well to her praise and guidance. They learn to share and take turns, and are considerate to others.  Children develop a good understanding of what contributes to a healthy lifestyle. They enjoy regular physical activities in the fresh air and practise new skills.  The childminder establishes effective partnerships with parents. She regularly shares information about the children's day and progress, and the children's early communications. This helps to provide continuity of care and learning.  The childminder understands her responsibility to promote children's welfare and is knowledgeable about safeguarding issues. She knows what procedures to follow if she

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This provision is good

has concerns about a child's safety and welfare.

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It is not yet outstanding because:

 The childminder sometimes misses opportunities for children to make more decisions in their play and to see that print carries meaning, to further increase their independence and confidence to make choices.  The childminder does not use her assessment systems as well as possible, to monitor the progress of children more precisely to build further on their good progress.

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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

 increase opportunities for children to make even more choices in their play and to see that print carries meaning, to extend their independence and motivation to learn  refine the tracking of children's achievements to obtain a more detailed analysis of the impact of teaching, to help children make the best possible progress.

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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 talked 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.  The inspector took account of the views of parents and carers, provided in their discussion and written feedback.

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Effectiveness of the leadership and management is good

The childminder reviews her practice and attends training to enhance her skills, knowledge and the quality of teaching. For example, parent training has strengthened her understanding and focus on positive behaviour management, and she highlights children's achievements and develops their self-esteem further. She shares children's achievements with parents successfully. The childminder monitors children's progress and provides activities and resources well overall, to support their learning. Safeguarding is effective. The childminder effectively risk assesses her home and maintains clear boundaries and rules to promote the children's safety and well-being. She is clear about child protection issues.

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Quality of teaching, learning and assessment is good

The childminder engages well with the children and provides activities to support their interests well overall. For example, children play with animals, vehicles and play people imaginatively. The childminder introduces mathematical numbers to the children's play and encourages them to recognise similarities, such as when they hold two of the same animals. Children become familiar with numbers. For instance, they listen to the childminder as she counts the pictures on their cups. The childminder supports the children's good early communications well. For example, she asks questions, extends their sentence structure and models words clearly, so children learn the correct pronunciation. Children use words and form short sentences, make animals sounds and are sociable.

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Personal development, behaviour and welfare are good

Children enjoy fresh air and exercise and practise kicking and throwing a ball. They enjoy chasing their friends and explore how their body moves in the garden. Children confidently access their drinks and enjoy nutritious food supplied by parents, for instance, outdoors in the shade for a picnic. The childminder role models good health and safety procedures well. For example, she engages the children effectively in road safety practices and uses sun cream protection when they go outdoors. Children are familiar with the routine and cooperatively put away the toys. The childminder makes them aware of potential hazards and reminds them well of the rules to promote their safety and well-being.

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Outcomes for children are good

Children are inquisitive and eager to explore the childminder's home. They are sociable and move confidently accessing toys on the floor well. They are sociable and engage in team games, and show increasing independence. For instance, they learn new skills outdoors with the equipment. They gain strong skills in preparation for their future learning and for school.

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Setting details

Unique reference number EY413906 Local authority Devon Inspection number 1069017 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 5 Number of children on roll 7

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Name of registered person

Date of previous inspection 25 June 2014

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Telephone number

The childminder registered in 2010. She lives in Ivybridge, Devon. She offers care on a Tuesday and Wednesday from 8am to 5pm, all year around.

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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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