Lane, Carla

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children have strong attachments with the kind and friendly childminder. They feel happy, safe and secure. Babies are reassured by her presence, often choosing to sit close and happily cuddling into her. The childminder gives children her full attention and joins in with their games enthusiastically, to the children's delight. She knows the children well and uses their interests to plan enjoyable and challenging experiences. Children confidently make independent choices in their play, engage well in planned activities and are keen to take part. They develop a positive attitude to learning and make good progress, in preparation for starting school.

p.2

The provision is good

The childminder is a positive role model and gives children clear messages about her expectations of their behaviour. She allocates the older children specific tasks at tidy-up time to keep them focused. She calmly and gently reminds them of the rules when needed and prompts them to use good manners. Children behave well and develop a strong sense of achievement and high self-esteem, such as when the childminder celebrates their efforts with 'high fives'. The childminder teaches children to be kind and to play well together. For example, she suggests older children roll toys to babies to start a game, which they do willingly.

p.2

need to do better?

n The childminder quickly recognises when children are starting to feel unhappy, such as when babies are getting tired or hungry, and tends to their needs straight away. Children feel content and comfortable in the childminder's care, and enjoy their time at her home. n Children benefit from an attractive, homely and well-resourced play area. The childminder carefully considers which toys and resources to set out, to interest and engage each child. Babies have many opportunities to use their senses to find out about the world around them, such as exploring the texture of paint and dry rice with their hands. Older children learn to focus on their chosen activities with the childminder's support. n The childminder models language skilfully, ensuring children hear a varied vocabulary. She keeps her instructions short and simple, asks questions to check children's comprehension and rephrases sentences if they do not understand.

p.2

need to do better?

However, at times, in her enthusiasm, the childminder speaks on behalf of the older children and misses opportunities to support them to practise their language skills. n Partnerships with parents and other settings that children attend are effective. The childminder routinely shares information with them about the children's learning and encourages them to inform her of children's experiences elsewhere. This supports consistency in children's care and early education. However, the

p.2

need to do better?

10 October 2019 childminder does not involve parents in assessing children's starting points when they first attend, to help her get to know them more quickly. n The childminder promotes children's good health, such as through the provision of healthy snacks and meals, discussions about the importance of hand-washing, and regular outings where children can be physically active in the fresh air. n Children gain good mathematics skills. They talk about shapes during routine tasks and use number names frequently in their play. The childminder patiently reminds them not to rush and to tap each item as they say a number, to help them count correctly. n The childminder assesses children's development accurately and tailors activities to build on what each child can already do. She ensures babies have plenty of floor space to crawl and learn to walk, and supports the older children to develop their coordination and control, such as spreading butter on bread.

p.2

need to do better?

n Children are curious and confidently investigate their surroundings. They press the buttons on technology toys, fascinated by the changing sounds as they learn about cause and effect. n Self-evaluation is effective and supports the childminder to provide good-quality care and learning for all children. She has plans to develop the garden area to provide more opportunities to extend children's physical skills. n The childminder promotes children's literacy development well from a young age. She talks with children about the pictures in books as she reads to them and encourages them to turn the pages. Children explore the marks they make in paint using their hands and toy cars, and the childminder talks to the older children about the different colours and the lines they make.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a robust understanding of how to recognise if a child is at risk of harm and knows how to report any concerns about their welfare. She updates her knowledge of wider safeguarding matters regularly, so she is confident to recognise signs that children are being placed in other harmful situations. Risk assessments are effective in helping the childminder to identify and reduce potential hazards, to provide a safe play space for all children.

p.3

should:

n strengthen the teaching of communication and language to support and motivate the older children to practise their speaking skills more frequently n develop partnerships with parents to obtain more information about their children's learning when they first attend, to help find out what children know and can do from the start.

p.3

Setting details

Unique reference number EY546146 Local authority Torbay Inspection number 10101408 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 to 3 Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Torquay, Devon. She offers care for children from Monday to Thursday, all year round.

p.4

Inspection activities

n The inspector observed the childminder and children playing together and interacting during their play and routine activities. n Parents' written feedback was taken into account. n The inspector and childminder spoke about the practice and procedures and reviewed an adult-led activity together. n Documentation was sampled, including the childminder's training certificates, attendance registers and risk assessments. n The inspector viewed the available play areas.

p.4

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.

p.4

Inspection activities

10 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.

p.4

Inspection activities

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

Inspection activities

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

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5