Childminder EY469499

Inspection date 14 September 2018 Previous inspection date 5 August 2014

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This inspection: Good 2

Previous inspection: Good 2 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 The childminder is passionate about her role and has a strong determination to help children achieve their outcomes. n The childminder monitors children's progress well to identify any gaps in their learning and provides support to help them meet their individual needs. n Children enjoy a good range of creative activities. They enjoy making marks, building and creating pictures using a variety of materials. This effectively helps to support their art and design skills. n The childminder attends to the children's care needs well. She helps to toilet-train younger children and is aware of when they need rest or exercise. n Children behave well, and they use their manners consistently. The childminder has a calm and friendly nature, helping children to share and take turns. She uses good strategies to help children understand and adhere to the rules and boundaries of the provision, such as using 'kind hands'.

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The provision is good

n The childminder helps children to learn about positive similarities and differences between themselves and others, to develop a strong understanding of what makes them unique.

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It is not yet outstanding because:

n The childminder does not seek the views and ideas of parents to support the self- evaluation process and improve the provision further. n The childminder does not consistently model to children accurate early writing skills.

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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 refine the self-evaluation process even further to include parents' thoughts and views on the provision n develop consistent strategies to support children with their early writing skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the interactions between the childminder and the children. n The inspector held a joint observation with the childminder. n The inspector read written statements provided by the parents. n The inspector spoke to children throughout the inspection. n The inspector looked at a range of documentation, including training and qualification certificates, evidence of the childminder's suitability and children's assessment records.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is aware of the possible signs of when a child may be at risk. She has clear procedures in place to protect the safety of children. The childminder researches new information frequently, to help keep her knowledge updated. For example, she reads informative articles to help her extend children's safety when outside. The childminder has effective partnerships with other professionals. She shares children's information and progress well with them to help provide continuity in their learning. The childminder had identified the need to visit more areas within the local community. For example, she now takes children to visit the beach, where they collect shells and make sandcastles. This helps support children's understanding of the world effectively.

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Quality of teaching, learning and assessment is good

The childminder makes frequent observations of children's learning and uses them well to support the assessment process. Parents can access these through a secure online system, contributing to learning at home and supporting a good two-way flow of information. The childminder teaches children to count and to recognise colours. For example, she helps children identify how many 'play figures' will fit into the coloured toy cars, supporting their mathematical development well. Children identify some letters of the alphabet, particularly those of personal significance, such as the letters in their name. The childminder teaches children other languages. For instance, children greet one another and count in French, supporting their understanding of other cultures well.

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Personal development, behaviour and welfare are good

Children have formed strong attachments to the childminder. They enjoy cuddles at nap- time and consistently thrive in her company. The childminder helps to protect children's welfare. For example, she teaches them about road safety and encourages them to manage their own risks at the park. Children have good opportunities to develop their physical well-being .They enjoy trips to the local shop or to the garden centre. The childminder encourages children to be independent, such as accessing their own resources and using utensils to feed themselves at lunchtime.

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Outcomes for children are good

Children make good progress from their starting points. They are happy and confident learners who thoroughly enjoy their time at the provision. Children learn to sing their favourite songs and use musical instruments to 'bang' and 'shake', making a good range of sounds. This helps to support their creative development well.

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Setting details

Unique reference number EY469499 Local authority Devon Inspection number 10060738 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 2 - 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 5 August 2014

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Registers

The childminder registered in 2013 and lives in Parkham, Devon. She operates from Monday to Friday from 8am to 6pm, all year round. The childminder receives funding to provide free early education for two-, three- and four-year-old children. She holds a level 2 qualification in childcare.

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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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