Yeoman, Tracey Jane

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder knows the children and their families well. Children feel safe and secure as the childminder is warm and nurturing. They settle quickly when they arrive, greeting their friends with enthusiasm and cuddles. Children are motivated by planned activities based on their interests. The childminder is skilled in helping them to make links in their learning. For example, when children see a squirrel in the garden, they use glue and material to make their own squirrel and then enthusiastically go hunting for nuts in the garden. Each activity builds on children's skills and knowledge as the childminder talks about what they know and can do already and guides them to extend their thinking. Children love sharing books and snuggle up as they choose their favourite stories. The childminder brings these to life and the children delight in joining in with key phrases and giving their ideas and views. Children are encouraged to be independent and to take care of their toys

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The provision is good

and environment. For example, they help each other to tidy away and clean the floor before getting themselves ready for lunch. The childminder believes that children should learn through play, based on their interests, to build on what they know. She attends a range of training to develop her skills and knowledge of how children learn and how to make learning exciting while keeping them safe. Children's behaviour is exceptional and they show care for each other and the environment, looking after their friends and asking them if they are having fun. They work cooperatively as a group in all areas of play without any cross words, which is a result of the support, guidance and nurturing of the childminder.

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need to do better?

n The childminder develops strong links with parents, who speak highly of the support and reassurance they feel. Parents report that children have continuity with routines and have made good progress since attending. n Children's curiosity and ability to solve problems are developed through play and the planned trips they access in the wider community. The childminder starts to plan from the child's ideas and interests to extend their skills and knowledge. For example, in the garden, children are curious about slugs and so the childminder supported them to find a slug and explore how it moves. n Children are encouraged to be independent and develop their personal and self- help skills, for example when they use the toilet and wash hands by themselves. They select the toys they want and develop their own games with the support of the childminder. If they wish to try something new, there is usually a solution.

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need to do better?

For example, children wanted to roll down the bank which was wet. They were able to put on outside gear to have a go. n Children learn how to use electronic equipment to achieve an outcome. With the support of the childminder, they ask an electronic device to play nursery rhymes and show delight on hearing the song they request.

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need to do better?

27 September 2019 n The childminder skilfully develops children's vocabulary. She asks questions and supports them to predict, reflect and express their points of view. At lunchtime, children talk about what they have been doing. This leads on to a discussion about birthdays and a spider on the ceiling. Children offer suggestions about how to stop spiders getting into a room, asking questions and considering how to test their ideas. n Children make good progress and gain skills for their next stage of learning. The childminder supports their transitions to pre-school and school and shares planning and children's progress with them. n Children are able to work well together as a group to solve problems. They share their achievements when they succeed at what they set out to do. For example, when the ball is stuck in the tree, they think of ways of getting it down. After several attempts, some gentle guidance from the childminder and a

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need to do better?

range of equipment being used, the ball falls to the ground and they all cheer together at their achievement. n The childminder does not always provide opportunities to develop children's early writing reading and phonics skills and as part of their daily play. n Children who prefer to learn outside would benefit from greater opportunities to access print and number in the environment to support their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good awareness of her responsibility to keep children safe and secure. She is able to identify what might be a cause for concern and knows what to do and who to contact in a range of situations. The childminder has attended safeguarding training on a range of topics. She has policies and procedures in place that reflect her practice. Risk assessments are in place for all activities on and off site. Comprehensive records are kept of any healthcare and medication in line with current legislation.

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should:

n increase children's access to print and provide more opportunities for mark making and gaining pre-writing skills n use all opportunities to develop knowledge of phonic and early reading skills.

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Setting details

Unique reference number 104630 Local authority Devon Inspection number 10062508 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 2 to 9 Total number of places 6 Number of children on roll 12 Date of previous inspection 3 December 2015

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Information about this early years setting

The childminder registered in 1999 and lives in Kingsbridge, Devon. She operates Tuesday to Friday from 8am until 5pm, all year round, except public holidays. The childminder is accredited to receive funding for early years education for children aged two, three and four years. She holds a relevant childcare qualification at level 3.

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Inspection activities

n The inspector conducted a learning walk with the childminder to develop an understanding of the opportunities for teaching and learning. n The inspector spoke with parents and children to gain their views. n The inspector observed activities and interactions between the childminder and children. n The inspector sampled paperwork, including suitability records, qualifications, policies, children's details and learning records. n The inspector carried out a joint observation with the childminder.

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Inspection activities

We carried out this inspection 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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Inspection activities

27 September 2019 27 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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