Childminder EY551109

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

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The provision is good

Children build positive attachments with the childminder. They show through their behaviour they feel happy, safe and secure in her care. Children respond to her presence with smiles and laughter. They cuddle up to her when they are tired. The childminder carefully considers which resources to set out to interest and engage children. For example, following a visit to a farm, she recognises children are developing interests in animals and tractors. She skilfully plans an exciting activity, using a large tray full of sand and range of farm toys. As the children excitedly play with the animals and vehicles, she eagerly recalls their visit to the farm. Young children happily make animal noises. The childminder uses her knowledge of the early years foundation stage and high expectations of what children can achieve to plan challenging experiences. Her encouraging approach further motivates children to try new tasks and build a positive attitude to learning. The childminder is a good

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The provision is good

role model. She sensitively responds to disagreements between children. Children learn from an early age to follow boundaries and manage their own behaviour well. The childminder is passionate about promoting experiences outdoors and children develop a curiosity for the natural world. The childminder's self-evaluation is effective and supports her to provide good-quality care and teaching.

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need to do better?

n The childminder obtains information from parents about children's abilities and interests before they start. She continues to monitor progress and completes accurate assessments of their learning. The childminder uses this information effectively to identify what children need to learn next. For example, she shows young children how to hold chalks and draw on the ground. This helps to develop their small-muscle skills and hand-to-eye coordination. Children show pride with their early mark making. n Children's interest in books is promoted from a young age. The childminder enthusiastically talks about the pictures and shows delight when children lift up the flaps and turn the pages. She skilfully draws the children's attention to the rhymes in the text. n The childminder has reviewed and adapted the way she communicates with parents. She makes good use of online systems to share news and provide reassurance about children's well-being. Parents speak highly of the provision

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need to do better?

and the progress children make from their starting points. n Children receive positive support to develop good self-care routines. For example, upon arrival, young children know to remove their shoes in the hallway and independently hang their bag on their own hook. n There are effective partnerships with other settings that children attend and the childminder regularly shares important information about their development. This helps to build continuity of care and learning.

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need to do better?

29 October 2019 n Parents receive good guidance about how they can help children to continue learning at home. The childminder advises them about which toys their children have shown a keen interest in. She explains how to extend children's development further and discusses the progress made. n The childminder tends to children's care needs and supports emotional well- being effectively. She is quick to recognise when children may be hungry or tired and responds well to their individual requirements. The childminder knows the children and their families very well. n Throughout the week, children enjoy visits to local community groups, where they meet other childminders and their children. This provides children with opportunities to socialise in larger groups and helps to develop their confidence and social skills. n The childminder plans daily outings to places of interest to promote children's physical development and knowledge of the world. However, there are fewer

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need to do better?

opportunities for children to enjoy experiences that promote an understanding of people, families and communities beyond their own. n The childminder interacts positively with children. She talks about what children are doing and asks many questions as they play together. However, at times, she does not adapt her communication skills for younger children. As a result, younger children do not hear or have the opportunity to repeat simple words to build their own vocabulary as often as they should.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of her responsibility associated with safeguarding children's welfare. She completes regular training, including training about wider issues such as radical and extreme views and behaviours. She understands how to identify and report any concerns to the relevant authorities. Her policies, procedures and risk assessments to promote children's safety, welfare and well-being are implemented effectively. For example, she provides close supervision to young children when they are playing in the garden. The childminder carries out daily checks to ensure indoor and outdoor areas are safe for children to use.

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should:

n continue to develop the curriculum to provide more experiences for children that promote an understanding of people, families and communities beyond their own n strengthen the teaching of communication and language to support younger children to practise their early speaking skills more frequently.

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Setting details

Unique reference number EY551109 Local authority Devon Inspection number 10112322 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 to 6 Total number of places 5 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Newton Abbott, Devon. She operates from Tuesday to Friday all year round, except for family holidays. The childminder holds an early years foundation degree.

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Inspection activities

n The inspector completed a learning walk with the childminder to understand how the early years provision and the curriculum are organised. n The inspector observed the quality of teaching during activities, including a joint evaluation of an activity, and assessed the impact this has children's learning. n Discussions were held between the childminder and the inspector at appropriate times during the inspection. n Parents' written feedback was taken account of. n Documentation was sampled, including evidence of the suitability of persons living in the household and the childminder's training certificates.

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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

29 October 2019 29 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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