Childminder in Torbay

Inspection date 3 July 2019 Previous inspection date 23 November 2015

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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 has made effective links with other professionals. She shares information to support children's development, particularly regarding their speech and language progress. She has a close network of local childminders within the area and discusses new ideas and good practice with them to benefit children's learning. n Children enjoy plenty of physical activities with the childminder. For example, they engage in yoga sessions, trips to the beach and visiting places within the community. The childminder encourages all children to talk about these experiences. This helps to consolidate their learning effectively. n The childminder monitors children's progress well. She has a thorough understanding of how children learn, accurately identifying any gaps in their learning. She successfully supports children in all areas of their development to help them meet their outcomes. n Children behave well. They play cooperatively and are confident in expressing their

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This provision is good

thoughts. For example, older children complete feedback forms and younger children use words and gestures to communicate their views. n Children display good levels of independence. They freely access resources and show motivation and perseverance during new activities. n At times, the childminder misses opportunities to develop children's mathematical skills, particularly during sensory play, to help them learn more about numbers, quantity, size and measures. n Occasionally, the childminder does not expand children's literacy skills as well as she could to encourage them to anticipate key events, and predict and talk about story structures.

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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 provide further opportunities to support children's understanding of numbers, quantity, size and measures to extend their mathematical development even more n extend children's literacy skills even further to help them anticipate key events within books and predict and talk about story structures.

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What the setting needs to do to improve further

n The inspector engaged with children and read written statements from older children and parents to gain their views of the childminder and her provision. n The inspector held a joint observation with the childminder. n The inspector discussed aspects of leadership and management, such as safeguarding, partnerships with other professionals and the self-evaluation process. n The inspector looked at children's assessment records, relevant policies and procedures and the childminder's training certificates. n The inspector observed a range of activities and how the childminder and children interacted.

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Effectiveness of leadership and management is good

The childminder has a strong understanding of how children learn and develop. She has recently obtained a qualification in 'Counselling Children and Young People'. She plans to use her new knowledge, alongside her self-evaluation system, to further support children's mental health. For example, she intends to carry out 'mindfulness' sessions to help children remain calm and positive. The arrangements for safeguarding are effective. The childminder and her assistant ensure their child protection knowledge is up to date. Detailed discussions during the supervision process with her assistant support this. The childminder and her assistant both understand their roles and responsibilities in protecting children from harm. They know who to contact if they have any concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder plans a good range of experiences for children to help build on their current abilities. For instance, younger children use good hand-to-eye coordination to collect and pick up natural materials. Older children communicate effectively about what they see, such as leaves and feathers. All children follow instructions well and use good language skills to engage others in their play. The childminder makes evaluative observations of children's development. She uses these well to form accurate assessments of children's progress. She shares this information with parents and encourages them to be actively involved in their child's learning. For example, parents who work at the fire station talk to children about their occupation and enable them to explore the fire engine.

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Personal development, behaviour and welfare are good

Children have strong opportunities to learn about nature and the world around them. For example, the childminder teaches children about how squirrels eat nuts and bury them in the ground to store. Children talk about how to keep themselves safe, such as knowing that some berries are only for birds. They visit the childminder's beach hut and explore 'treasures' in the sand. Children take part in 'pond dipping', finding out about miniature habitats and the creatures that live there. The childminder is warm and nurturing. Children have formed close attachments to her, effectively supporting their emotional well-being. The childminder meets children's care needs well. She ensures they have time to rest and attentively helps them to manage their own personal needs.

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Outcomes for children are good

Children enjoy their time with the childminder and make good progress from their starting points. All children develop good musical skills. Older children join in with their favourite songs, building a strong repertoire of songs. Younger ones learn the accompanying actions, moving their body rhythmically. All children make good progress towards their outcomes, in readiness for school.

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Setting details

Unique reference number EY253786 Local authority Torbay Inspection number 10072144 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 - 12 Total number of places 6 Number of children on roll 30 Date of previous inspection 23 November 2015

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Registers

The childminder registered in 2003 and lives in Paignton, Devon. She offers care Monday to Friday from 7.30am until 5.30pm, all year round. The childminder receives free early education funding for children aged two, three and four years. She has a relevant childcare qualification at level 3 and has recently obtained a qualification at level 4 in counselling children and young people. The childminder works with an assistant on some days of the week.

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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

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