Childminder EY501380

Inspection date

Previous inspection date 26 June 2018 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder is a good role model. She is calm, positive and sensitive to the children's needs. For example, when they hurt themselves, she immediately offers reassuring cuddles. Children listen to the childminder and behave well.  Children use the skills they learn from their strong attachments with the childminder as a basis to help them form friendships with other children. They are kind, confident and happy, and settle quickly at the childminder's home.  The childminder knows the children well and accurately monitors their ongoing development. She uses this information effectively to provide a good range of stimulating and challenging activities. Children develop a positive attitude to learning and make good progress.  The childminder's evaluation of her setting is successful. For example, she has begun to collect more-detailed information from parents about their children's starting points

p.1

This provision is good

when they join. This has helped her get to know the children more quickly, to build on what children already know and can do even earlier.

p.1

It is not yet outstanding because:

 The childminder's enthusiasm leads her to speak for the children too readily at times, so she misses some opportunities to encourage them to think about and share their ideas.  The childminder does not take all opportunities to extend children's early writing skills as well as she could, to teach them that written words and marks carry meaning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 make better use of questions to support children's thinking and speaking skills further, and encourage them to work things out for themselves  enhance opportunities for children to practise their early writing skills and learn to make marks with more control, to extend their literacy development.

p.2

Inspection activities

 The inspector observed children's self-chosen play and their participation during adult- led activities.  The inspector carried out a joint observation with the childminder, to evaluate the quality of teaching and learning during a planned activity.  The inspector took account of the views of children spoken to during the inspection, and of the parents' written feedback.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector sampled a range of documentation, including children's learning records, registers of children's attendance, and policies and procedures.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is clear and confident about her role in ensuring children's safety. She understands the signs that might indicate a child's welfare is at risk and knows the appropriate action to take. The childminder risk assesses her home and prioritises children's safety. For example, during particularly hot days, she provides plenty of shaded outdoor areas to keep them cool and encourages them to drink plenty of water. The childminder provides regular support for her assistants, such as through informal discussions. For instance, she has helped to develop their confidence to take the lead during activities and on outings. The childminder proactively seeks advice to strengthen her own professional development. For example, she has carried out research to learn a wider range of strategies to help children settle in quickly. This has had a positive impact on children's feelings of security at the childminder's home. The childminder is keen to

p.3

Effectiveness of the leadership and management is good

continue to enhance her setting and is currently focusing on developing stronger links with other settings that children attend.

p.3

Quality of teaching, learning and assessment is good

Overall, the childminder uses her good teaching skills well to promote children's learning through play. For example, she supports the children's dexterity effectively, such as by showing them how to use water guns. Older children excitedly learn to pull the trigger to spray water at others involved in their game. The childminder models language well for younger children, such as using single words and encouraging them to copy sounds. Children are keen to participate in messy-play activities and creatively make 'pancakes' from a paint, glitter and shaving foam mixture. The childminder routinely involves parents in their children's learning and works closely with them to enable consistent experiences. For instance, she has learned words in different languages from parents, to help her understand and support children who develop their speaking skills in other languages.

p.3

Personal development, behaviour and welfare are good

Children have high levels of confidence. For example, older children are eager to show off their new skills, such as when they learn to use bubble wands to blow bubbles, and toddlers initiate games of peek-a-boo. They childminder supports children to take turns and older children know to share. For instance, they announce when their next turn will be during group games. Children feel safe at the setting, and learn to assess and take risks in their play, such as confidently jumping from steps into the garden.

p.3

Outcomes for children are good

Children develop good skills in preparation for their next stage in learning and in readiness for school. Older children enjoy being creative and are keen to investigate, such as finding out what happens when they mix paint colours together. They learn to be independent and kind to others, such as slicing fruit for their younger friends. Toddlers enjoy well- known songs and rhymes. They confidently join in singing repetitive phrases as they begin to explore language.

p.3

Setting details

Unique reference number EY501380 Local authority Devon Inspection number 1054952 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 18 Number of children on roll 11

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016. She lives in Exeter, Devon. The setting is known as 'Little Ducklings Childminder'. The childminder operates from 8am to 6pm on Monday to Friday, all year round.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5