Childminder in Devon

Inspection date 4 December 2018 Previous inspection date 30 July 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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This provision is good

n Children make very good progress in their learning, relative to their starting points, and some achieve at higher than expected levels for their age, particularly in mathematics. For example, younger three-year-olds confidently identified the numbers on the clock puzzle and ordered these in sequence, on and off the clock face. n Children's confidence and self-esteem are very good. They show through their behaviour and their good relationships with the childminder and each other that they feel emotionally secure. n The childminder's self-evaluation is effective in helping her to identify and address any gaps in learning, and where she can make improvements to ensure good-quality outcomes for children. For example, she identified that, although children learn well about difference and diversity in the community, she had few resources at home to support and extend their learning in this area. n The childminder involves parents very well in their children's learning. She makes sure

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This provision is good

that they know their children's next steps in learning and gives them ideas for how they can support these at home. n The childminder recognises the importance of partnership working, such as with other early years settings children attend, to ensure a shared and consistent approach to support learning. She is proactive in making contact with other providers and persistent in following this up to ensure a two-way flow of information about children's progress. n Sometimes, the childminder asks children questions but does not give them sufficient time to think and respond. For example, she asked children who were completing a puzzle what was missing and then went on to tell them before they had a chance to reply. n The childminder misses some opportunities to model language correctly when children mispronounce words, to develop further their speech and language.

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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 give children time to think, process and respond to questions and instructions n model the correct language to children more consistently, to support further their developing speech and language.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder and children engaged in learning activities indoors and outside. n The inspector talked to the childminder and children and read feedback from parents. n The inspector sampled required documentation, including safeguarding procedures. n The inspector reviewed the childminder's systems for monitoring children's progress in learning.

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Effectiveness of leadership and management is good

The childminder shows commitment to developing her already very good teaching skills further. She makes very good use of online resources and professional networks to develop her knowledge. She monitors the impact of improvements on children's learning well. For example, she researched into different ways to extend activities that encourage children to learn about shapes. She introduced activities, such as exploring how to make three-dimensional shapes and using these to draw around in the sand, to provide a more sensory approach to their learning. The childminder identified how this helped to develop children's understanding of shape, space and measure, and children's progress in this area improved. Safeguarding is effective. The childminder has a good understanding of local safeguarding procedures and what to do to protect children from harm. She makes sure parents understand her child protection responsibilities.

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Quality of teaching, learning and assessment is good

The childminder uses her very good observations and assessments of children to identify their next steps in learning. She uses her good knowledge of each child's interests to plan activities that engage and challenge them well. For example, some children love cars, so the childminder set up a ramp for them to push toy cars down. She encouraged young children to name or find different coloured cars and to repeat 'One, two, three go!' developing their language well. With older children, she encouraged them to differentiate shades of colours, such as light and dark green. The childminder supports children's role play very well and encourages them to use existing knowledge while also making good use of opportunities to extend their learning further. For example, when children role-played making tea and cake, she encouraged them to count how many people were in the room so they knew the total number of plates and cups needed.

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Quality of teaching, learning and assessment is good

When children used a knife to slice up the toy cake, the childminder showed them a cake slice and how they can cut with this and also use it to transfer slices to the plates.

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Personal development, behaviour and welfare are good

Children enjoy exploring the well-resourced and organised learning environments, indoors and outside. They confidently help themselves to toys and equipment, most of which are within children's reach. Any that are not, are in clearly labelled boxes, which children ask for as needed. Children develop good hygiene awareness. For instance, they remember to cover their mouths and noses when they cough and know why they should do this. All children, including toddlers, help to peel and chop fruit for their snack, showing good safety awareness as they use the knife.

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Outcomes for children are good

Children learn very good skills that prepare them well for their next stage in learning, including going to school. Children of all ages are highly independent. For example, toddlers wash their hands thoroughly before meals, with minimal help from the childminder. Older children enjoy good activities that help them develop the hand-to-eye coordination they need for writing. For example, they draw large and small circles on the chalkboard and colour in characters from a favourite story.

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Setting details

Unique reference number EY475635 Local authority Devon Inspection number 10069280 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 0 - 7 Total number of places 6 Number of children on roll 8 Date of previous inspection 30 July 2014

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Registers

The childminder registered in 2014. She lives in Newton Poppleford, Sidmouth, Devon. She operates Tuesday to Friday from 7.30am 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

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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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