Childminder in Torbay

Inspection date 17 September 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n Children's behaviour is good. The childminder is calm and consistent, and a positive model of her expectations. She uses a broad range of strategies to help children understand the boundaries successfully. n The childminder is committed to making continuous improvements and uses training effectively to develop her knowledge and practice. For instance, she has reviewed her activity planning to ensure experiences reflect each child's individual learning needs more precisely. All children make good progress. n The childminder teaches communication and language particularly well. For example, she models sounds clearly, uses simple language and teaches children new words, such as 'juicy' and 'chilli pepper'. n The childminder is enthusiastic and joins in with children's games, such as pretending to eat the role-play food they offer her, to their amusement.

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It is not yet outstanding because:

n At times, the childminder misses some opportunities to support and extend children's early writing skills. n The childminder does not gain detailed information from parents about what children can do when they start, to inform her early assessments of their development. n The childminder does not make best use of daily routines, to support the younger children to make decisions in their play and engage them fully in their chosen activities.

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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

n provide more support to extend children's early writing skills further n develop closer links with parents from the start, to gain more detailed information about what children can already do n adapt the organisation of routines, to meet the development needs of the younger children more effectively and support them to make choices in their play.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children's engagement and interaction during their play. n The inspector took account of the views of children, and of parents' written feedback. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector sampled a range of documents, including children's learning records, the childminder's training certificates and self-evaluation.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of child protection issues and the procedures to follow in the event of a concern about a child's welfare. She rigorously monitors the children's learning to check the progress they make, and identifies some small gaps in learning. For example, she has recently introduced more numbers and counting, to target several children's next steps in this area. The childminder routinely reflects on her practice, and is keen to continue to develop her professional knowledge and skills further. For instance, she intends to find different ways to support children to be more physically active.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. She uses the children's interests well in activity planning to capture their attention and extend their learning. For example, after noticing the children's new fascination with dinosaurs, the childminder sets out the toy dinosaurs and encourages the children to count them and organise them by size. The children excitedly play with the dinosaurs and happily follow the childminder's suggestions. The childminder uses her accurate assessment of children to quickly identify any potential developmental delays and plan how to help close the gaps. She shares ongoing information with parents about their child's progress, to involve them in children's learning.

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Personal development, behaviour and welfare are good

Children are relaxed and happy in the childminder's care and develop a strong sense of belonging. For example, younger children willingly go to her for cuddles when they begin to feel tired and are content when she suggests they take a nap. Older children have good self-confidence, such as when they voluntarily share their ideas and continue to sing nursery rhymes until others are ready to join in. The childminder frequently praises children's efforts, and helps them to gain respect for one another. For example, she reminds them to give each other privacy when they use the toilet. The childminder promotes children's good health. For instance, she reminds them to 'wash away the germs' on their hands before they eat.

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Outcomes for children are good

Children develop key skills to help them when they move to school. For example, younger children develop good coordination when they use technology toys, pressing the buttons with care to produce a reaction, such as a sound. Older children play harmoniously and imaginatively together. For instance, they talk and giggle about the toy dinosaurs that are 'biting their toes'. Children are independent, and enjoy singing songs and expressing themselves through movement.

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Setting details

Unique reference number EY535904 Local authority Torbay Inspection number 10067457 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Brixham, Devon. She offers care for children from Monday to Friday 8am to 6pm, all year round.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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

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