Childminder in Devon

Inspection date 21 August 2019 Previous inspection date 23 June 2016

p.1

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

p.1

This provision is good

◼ Children are happy and secure. The childminder forms strong bonds with children, knows them well and supports their emotional well-being successfully. ◼ The childminder uses her accurate assessments to monitor children's progress and identify any delays in their development. She liaises effectively with parents and other professionals to help children, including those with special educational needs and/or disabilities (SEND), to make good progress from their starting points. ◼ The childminder follows children's emerging interests, such as sea life, to help them achieve their next steps in learning. For example, she engages them in painting paper fish with paintbrushes to develop the muscles in their fingers in preparation for early writing. ◼ The childminder talks to children constantly to promote their communication skills. She repeats back the correct pronunciation of words, such as ‘knife’ and ‘fork’, to support

p.1

This provision is good

younger children's language development. ◼ Children have plenty of opportunities to learn about the local community and the wider world. They regularly visit parks, woodlands and the local beach with the childminder. ◼ The childminder teaches children to manage their toileting and personal care needs from an early age, which helps children to develop confidence and independence. ◼ The childminder builds good relationships with parents and keeps them well informed about children's progress and next steps in development. Parents appreciate the care and support their children receive. ◼ The childminder makes her expectations clear to children and teaches them how to keep themselves safe. Children's behaviour is good and they show respect for others. ◼ On occasion, the childminder does not plan adult-led activities fully effectively to engage and challenge the different ages and stages of development of children who

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

◼ ensure all activities are consistently challenging to help children of different ages and stages of development to make the best progress possible.

p.2

What the setting needs to do to improve further

◼ Very occasionally, Ofsted will delay publication of a report to ensure full consideration of concerns identified during the quality assurance process. On a rare occasion, this process may suggest gaps in the evidence base, which will cause Ofsted to conclude that the inspection is incomplete. This happened at this setting. An inspector first visited the setting in August 2019. An inspector returned in September to gather additional information to secure the evidence base. In such cases, the inspection is not published until Ofsted is satisfied that the inspection is secure. ◼ The inspector had a tour of the premises and talked to the childminder and children at appropriate times. ◼ The inspector observed the quality of the childminder's interaction with children. ◼ The inspector held a discussion with the childminder about an activity and the impact on children's learning. ◼ The inspector sampled a range of documentation, including children's records and

p.2

What the setting needs to do to improve further

suitability checks of household members and assistants. ◼ The inspector spoke to parents, read written feedback and took their views into account.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her role and responsibility to protect children from harm. She is confident about the signs and symptoms that would give her cause for concern. She knows the correct procedures to follow should she need to make a referral, including for any allegations made about household members. She assesses the learning environment and outings regularly for risks, to identify and minimise any hazards to children. The childminder reflects on the quality of her provision constantly and chooses training courses that specifically help her to support children's next steps in learning.

p.3

Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. Children develop a love of books from an early age. Even the youngest children sit fascinated as the childminder reads stories. She encourages older children to complete familiar rhymes in the stories and points to the pictures to increase younger children's understanding. Children enjoy singing songs and the younger ones sway their bodies in time to the music. The childminder joins in to increase their enjoyment and children giggle and chat with her about their favourite songs. The childminder incorporates mathematical language into activities. For example, as children pretend to make lunch out of play dough, she encourages them to talk about the different shapes they make. She extends their learning well as she supports them to cut their 'waffles' into halves and quarters.

p.3

Personal development, behaviour and welfare are good

Children benefit from many opportunities to be physically active outside in the fresh air and practise their physical skills. The childminder teaches children about road safety and practises emergency evacuations regularly. Children are confident to make choices in their learning and select resources eagerly from the wide range on offer. The childminder liaises with parents to meet children's individual care and sleep routines. She ensures older children rest as needed. She follows care plans for those children with SEND. This helps to provide consistency between the setting and home. Children receive regular praise from the childminder, which boosts their self-esteem and confidence.

p.3

Outcomes for children are good

Children develop positive attitudes to learning. They gain many skills in readiness for the next stage in their learning and the move to school. Children develop their independence skills and manage their personal hygiene competently. They become confident communicators and older children talk eagerly about their morning at school. Children are motivated to explore the resources. For instance, younger children concentrate intently on turning a bottle over and over, enjoying the sounds and sensations it makes.

p.3

Setting details

Unique reference number EY483580 Local authority Devon Inspection number 10076350 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 June 2016

p.4

Registers

The childminder registered in 2014. She lives in Exmouth, Devon. She offers care Monday to Friday from 7am to 6pm, all year round. The childminder is in receipt of funding for the provision of free early education for children aged two, three and four years. The childminder works closely with her mother, who is also a registered childminder. She works with two other assistants when needed. The childminder is registered to provide overnight care.

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