Childminder in Devon

Overall effectiveness Good

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

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The provision is good

Children have strong relationships with the childminder and clearly enjoy the time they spend with her. Independence is highly valued by the childminder and children thrive on being able to make their own choices and decisions. They confidently move around the available play spaces and choose from the wide range of available resources. Children initiate their own play and are skilled at developing storylines based on their own experiences.

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The provision is good

The childminder has high expectations for all children. She uses assessment effectively to plan an interesting range of experiences to support children's learning. She understands how young children learn and skilfully uses everyday opportunities to introduce concepts to children. For example, she asks children which size and colour paper they want for their painting.

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The provision is good

The childminder is a good role model. Children look up to her and follow her clear expectations. They say 'please' and 'thank you' without prompting and behave kindly to one another. They clearly feel safe in the welcoming, well-organised environment.

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need to do better?

n The childminder works closely alongside children in their play. She speaks clearly and respectfully to them and makes good use of many opportunities to extend their learning. Children gain the skills and knowledge they need for their future learning and their eventual move to school. n Children are strong communicators. They confidently initiate conversation, are keen to share their thoughts and ideas and are skilled at using language to clearly express their understanding of practice. For example, they explain that once you have finished painting your picture you put it it on the wall outside to dry. Children listen well to others and reflect the same respect the childminder affords them. n Children revel in playing cooperatively and show great imagination in their play. They draw from a rich variety of resources provided by the childminder to fully support and extend their play. They spend extended periods of time developing

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need to do better?

storylines that draw on their own experiences and their time with the childminder. For example, they care for pretend pets quite precisely, including taking them for walks and blowing their noses. n Children are beginning to learn about the wider world through trips to local places and as they learn about celebrations from other cultures, such as Chinese New Year. They show care towards one another and are learning to share fairly with the careful support of the childminder. However, the childminder does not extend this solid foundation to support children to fully explore their uniqueness

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need to do better?

1 October 2019 and celebrate differences in identity or culture. n The childminder carefully assesses risks both in the home and on outings and takes clear actions to ensure that environments are safe and welcoming for children. Children are fully supported in managing their own care needs and show high levels of confidence and independence when doing so, for example when they blow their own noses and dispose of tissues appropriately. n The childminder attends networking groups and training, and works with other childminders to help develop her knowledge and skills. She uses these effectively to review her practice and focus improvement on enhancing the quality of experiences for children in her care. n The childminder uses ongoing observations to help her understand what children know and can do and what interests them. She plans activities that interest children and help them to take their next steps in learning based on their current

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need to do better?

skills. However, this is not always precise enough to enable her to challenge children to make the best possible progress on some occasions. For example, the childminder does not extend early reading skills promptly once children are able to recognise their own names. n Parents clearly value the quality of care and education offered by the childminder. They praise the close working relationships she creates and appreciate her support and expertise that enable continuity of care for children. Parents acknowledge that their children make good progress in their learning due to the childminder's work with them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of legal requirements and her statutory duty to protect children. She accesses training and sources reading materials to help her keep abreast of changes and new information. The childminder has a good knowledge of a wide range of aspects that may give rise for concern of the children in her care, including signs of extreme behaviours or views. She has clear policies and procedures in place and is secure in her knowledge of the actions to take if she has any concerns about children's well- being.

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should:

n make even more use of assessments to plan next steps that challenge children to make the best possible progress promptly n enhance children's learning further to fully explore and understand similarities and differences in identity and culture.

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Setting details

Unique reference number 104806 Local authority Devon Inspection number 10062515 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 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 7 October 2015

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Information about this early years setting

The childminder registered in 1992 and lives in Barnstaple, Devon. She operates all year round, offering flexible hours to meet parents' needs. The childminder is eligible to provide funded early education for children aged two, three and four years.

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Inspection activities

n The childminder spoke with the inspector to explain how she organises her provision and how she plans the curriculum. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector observed the childminder talking and playing with the children and assessed the impact this has on children's learning and progress. n The inspector read testimonials provided by parents and took account of their views. n The childminder showed the inspector areas of her home accessed by children. She shared a sample of records kept, which the inspector took account of.

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Inspection activities

1 October 2019 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

1 October 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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