Childminder EY539381

Inspection date 8 November 2018 Previous inspection date Not applicable

p.1

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 Outstanding 1 Outcomes for children Good 2

p.1

The provision is good

n The childminder is highly respectful of children and prioritises their personal development. For example, when she does not understand what they are trying to say, she turns the situation in to a game, encouraging the children to use different words and playfully asking questions to help her work it out. Children, including those who have speech delays, have excellent confidence to express themselves. n Children show their superb self-esteem through their perseverance when trying new things and managing their self-care needs independently. For example, toddlers proudly exclaim, 'I can do it!' when they dress themselves successfully, and they helpfully move chairs to the table and clean the work surfaces for their snack. n The childminder is committed to providing high-quality education for children. She is keen to continue to strengthen her knowledge, such as through training. For example, she is reviewing the play areas to develop more opportunities for children to be

p.1

The provision is good

creative, test out their ideas and engage more deeply in their chosen activities. n Partnerships with parents are effective. The regular sharing of information about children's ongoing learning and general experiences supports a collaborative approach to meeting children's individual needs. Children make good progress in their learning.

p.1

It is not yet outstanding because:

n At times, the childminder does not use her good knowledge of children's individual next steps in learning to extend their development and help them make as much progress as possible across all areas. n The childminder does not get as much detailed information as possible from parents about the children's starting points, to help her create a more accurate early assessment of their development on entry.

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

n make best use of all learning opportunities to build on children's individual next steps in learning and extend their development further n develop closer links with parents when children first attend, to find out more about what children know and can do, to help form more detailed initial assessments of their learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the children's engagement and interaction during their self- chosen play. n The inspector viewed the available resources and the safety of the premises. n The inspector took account of the views of children spoken to during the inspection and of parents' written feedback. n The inspector spoke with the childminder about her understanding and implementation of the requirements of the early years foundation stage. n The inspector sampled a range of documents, including children's learning records, the childminder's training certificates and risk assessments.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role in protecting children from harm. She is clear about the signs that may indicate a child is at risk and understands the procedures for reporting any concerns she may have. The childminder vigilantly risk assesses the environment to identify and reduce risks to children, and teaches them to keep themselves safe. For example, even the younger children know how to reduce the likelihood of being stung by an insect and how to use work tools safely, such as hammers and nails. The childminder evaluates her setting effectively, to develop her practice and provision to the benefit of the children. For instance, she is looking at ways to increase children's understanding and use of technology in a variety of ways, to extend their learning further.

p.3

Quality of teaching, learning and assessment is good

The childminder knows the children well and accurately identifies their stage of learning. She plans stimulating and engaging activities around their interests to build on what they know and can do. The childminder is particularly skilled at supporting children's communication and language development. For example, she uses simple language and routinely repeats what children say to model pronunciation effectively. She uses questions well and allows plenty of time for the older children to respond, to support them successfully to think about and share their thoughts. The childminder teaches pre- school children to recognise numbers and initial letters in words. For instance, children identify the letter at the start of their name and can also recognise some other letters, such as knowing 'm' is for 'mummy'.

p.3

Personal development, behaviour and welfare are outstanding

Children feel extremely content in the childminder's care. They use the excellent social skills from the relationships they form with her to build wonderful friendships with other children. All children are consistently kind and considerate. For example, toddlers offer to share their snack with their friends when they finish theirs and older children ask if the younger children would like help with dressing. Children behave beautifully, focus very well on their chosen games and play together harmoniously. The childminder takes full advantage of mealtimes to teach children about the importance of healthy diets. For instance, children learn how nutritious food can help different parts of the body. Children also benefit greatly from outdoor learning, such as regular forest school sessions.

p.3

Outcomes for children are good

Children concentrate well and are motivated to learn. For example, they persevere to untangle the string on magnetic fishing rods and then enjoy 'catching' metal items. Children are inquisitive, show curiosity and are willing to 'have a go', such as eagerly getting in the paddling pool to watch the movement of the water created by their boots. Toddlers show good care and imagination when they change the nappies on dolls and put them to bed, whispering so they do not wake them. Older children giggle with delight when they wave a wand to create bubbles and chase them across the garden. All children gain the key skills needed for the next stage in their learning.

p.3

Setting details

Unique reference number EY539381 Local authority Devon Inspection number 10079148 Type of provision Childminder

p.4

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 6 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Bideford, Devon. She works Monday to Thursday from 8am to 6pm, all year round. The setting is known as 'Blue Skies Childcare'.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

Registers

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

p.5

Registers

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

p.5