Childminder in Devon

Inspection date 9 October 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 The childminder makes good use of professional development opportunities to develop her knowledge, understanding and practice. She works closely with other childminders to share and develop expertise. n The childminder develops children's communication skills effectively. She engages in positive interactions with them, supporting children's next steps in learning, by introducing new vocabulary and making good use of questioning. n The childminder provides a warm and welcoming environment. She is skilled in developing strong relationships with children, supporting their social and emotional well-being and their readiness to learn. n Children make good progress from their starting points. The childminder is effective in identifying their learning needs and supporting children's development, to help them move forward in their learning.

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It is not yet outstanding because:

n The childminder does not actively seek the views of parents to help drive quality improvement in her setting. n The childminder does not make the best use of resources to help children to learn about people, families and communities beyond their immediate experiences.

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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 include the views of parents in the evaluation of the setting, in order to further improve the quality of the provision n develop further the range of resources and opportunities to help children gain a greater understanding of cultural diversity, disability and the wider world.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector spoke with the childminder during the inspection to evaluate the learning taking place. n The inspector looked at relevant documentation, such as policies, training records and children's learning journeys. n The inspector took account of parents' views through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder ensures that she keeps up to date with training in order to improve her practice. For example, she has used training to better understand how to identify concerns about children's welfare and minimise any risks to children. The childminder develops her skills by working alongside other childminders and makes good use of local groups and the environment around her to extend the learning opportunities for children. For example, she regularly takes children out to local parks and play sessions where children can enjoy learning outdoors and have opportunities to develop socially. The childminder has successfully found ways to keep parents informed about their children's learning. They exchange information and work well together.

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Quality of teaching, learning and assessment is good

The childminder has a secure understanding of the developmental stages of the children she works with and is able to support their learning effectively. For example, she identifies ways to support children's social and emotional development by forming strong relationships with them and taking account of their interests. Young children choose from a range of resources and the childminder supports their learning by developing and encouraging their play. The childminder tracks children's learning and uses her observations to help her to plan for their next stage of development. The childminder supports children to develop a love of books and stories. She reads to children and they develop an enjoyment for literacy which helps them to be prepared for the next phase in their learning.

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Personal development, behaviour and welfare are good

The childminder supports children to become independent. For example, she encourages the youngest children to choose what they wish to eat for lunch. Children are encouraged to explore natural resources hidden in autumn leaves and they show delight as they make discoveries. The childminder uses daily care routines to promote children's learning well. For example, she sings songs to children as she changes their nappies and develops children's vocabulary as they eat healthy snacks. The childminder communicates well with parents and supports children's transitions from home into her setting by working in partnership with their families.

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Outcomes for children are good

The childminder identifies where children need to make progress and ensures she plans effectively to support their next steps in learning. For example, young children learn new words rapidly as the childminder introduces them as they play together. Children develop good mathematical skills as they discover, count and sort objects when they play and explore. The childminder identifies ways to support young children's physical skills and ensures they have good opportunities to become active and confident. Children are supported to develop the characteristics of effective learning. For example, young children become engrossed in a story as the childminder engages them by using puppets.

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Setting details

Unique reference number EY501271 Local authority Devon Inspection number 10076999 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 - 10 Total number of places 6 Number of children on roll 13 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Starcross, Devon. She minds Monday to Friday, from 7am 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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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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