Childminder EY331216

Inspection date 6 February 2019 Previous inspection date 20 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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This provision is good

n The childminder forms close relationships with the children and gives much focus and attention to their personal, social and emotional development. She routinely reminds children to use good manners and shows them respect. Children are content, polite and secure, and behave very well. n The childminder thoughtfully plans the play areas and activities to ensure they interest children and motivate them to take part. Children confidently explore the available resources and demonstrate a positive attitude to learning. They continue to make good progress from their starting points. n The childminder assesses children accurately to help her monitor their ongoing achievements. She uses this information effectively to identify appropriate next steps in learning for children. n The childminder is a positive role model of communication skills. For instance, she speaks clearly, teaches children new words and often repeats what they say before

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This provision is good

responding. Children benefit from hearing the correct pronunciation of sounds and words. n Although the childminder plans enjoyable activities that motivate all children to take part, she does not link them as well as she could to children's individual next steps in learning, to challenge the older children more in particular. n The childminder misses some opportunities to support the children to develop their thinking and speaking skills. For example, at times, she asks too many questions that require only a one-word answer.

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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 develop the quality of teaching to make best use of all activities and routine tasks to extend children's learning further, with particular regard to the older children n provide more opportunities and support to develop children's thinking and speaking skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed children during their self-chosen play and adult-led activities. n The inspector and childminder evaluated the quality of teaching and learning during an adult-led activity together. n The inspector spoke with children during the inspection and took account of written feedback from parents. n The inspector held meetings with the childminder at convenient times throughout the inspection. n The inspector sampled a range of documents, including training certificates, children's learning records, and health and safety records.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a clear understanding of her responsibilities to protect children. She knows how to recognise signs that a child might be at risk of harm and is confident about the action to take to refer any concerns to the relevant authorities. The childminder evaluates the setting effectively and has maintained a good standard of care and education. Since the last inspection, she has developed new ways for children to practise their early writing skills in the garden. The childminder updates her knowledge and skills through regular mandatory training and by researching different art and craft activities. For example, she has tried out her new ideas to teach children about colour through more sensory experiences, such as using ice cubes with paint. Children engaged well with this activity, and enjoyed the opportunity to be creative and get messy.

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Quality of teaching, learning and assessment is good

The childminder establishes good links with parents from the beginning. She involves them in completing early assessments, such as making good use of their knowledge of their children's development to identify their starting points. The childminder plans enjoyable activities that challenge children appropriately overall. For instance, she supports younger children to use a spoon to transport rice, which helps to develop their coordination. The childminder skilfully recognises when to stand back and allow children to play without interruption. For example, she watches silently from a discreet distance when older children are fully immersed in their imaginative play, quietly singing a doll to sleep. Older children learn to recognise the first letter of their name, and begin to hold a pencil using a more secure grip to help them draw with control.

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Personal development, behaviour and welfare are good

Children play harmoniously and learn to be kind to each other. For instance, older children thoughtfully try to lift their smaller friends up on to a bench, so they can reach an activity and play together. Children greatly enjoy the childminder's company and cuddle in affectionately to look at books she reads to them. They are engrossed in the pictures and concentrate well, requesting that she reads more when she finishes. The childminder encourages children to take responsibility for their own care needs, such as taking themselves to the toilet and wiping their faces. Older children are eager to help with routine tasks, such as cleaning the table after messy activities. The childminder promotes children's good health well. For example, she takes them on lots of outings so they can exercise in the fresh air and learn about the world around them, and provides nutritious food.

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Outcomes for children are good

Children make good progress and acquire the key skills needed for later learning, including school. They are curious and explore the toys with interest. For example, younger children show fascination as they play with friction cars, watching the wheels spin at speed. Older children are imaginative and develop particularly good social skills. For instance, they willingly share the resources with gentle prompts from the childminder, and decide to swap with each other to make sure they all get a turn.

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Setting details

Unique reference number EY331216 Local authority Devon Inspection number 10069271 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 - 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 20 August 2014

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Registers

The childminder registered in 2006 and lives in Dunkeswell, near Honiton, Devon. She offers care for children from Monday to Thursday, 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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