Childminder EY473987

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 are very happy and settle quickly in the childminder's care. They form strong attachments to the childminder and eagerly go to her for cuddles or sit on her lap to listen to stories. Younger children explore the environment and resources with confidence. For example, they enjoy exploring the sounds that the wheels of a toy fire engine make as they push it along the floor or when they hold it in the air. Older children enjoy dressing up and role play. They pretend to make food and cook it in the toy oven, using language well to negotiate their role and play out familiar scenarios.

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The provision is good

The childminder knows the children well and has high expectations for them. She plans a wide range of learning experiences, considering children's interests and stage of development. Children are engaged and well motivated to learn.

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The provision is good

Children's behaviour is very good. They share toys and resources, take turns and enthusiastically help to tidy away the toys when the childminder asks them to help. Older children look out for and help younger ones, as they choose picture cards and sing familiar songs and rhymes. They are very animated as they jump around and copy the movements to action songs. Children benefit from opportunities to take part in exciting outings. They visit the woods, theme parks and pick sunflowers at a nearby farm to raise funds for a local charity. This helps them to learn about the world and the wider community.

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need to do better?

n The childminder involves parents in their children's learning very well. She encourages parents to share what their children learn at home so that she is aware of their interests and can continue to support their learning in her setting. Partnerships with parents are strong. n Children build good independence skills. They are beginning to dress themselves and attend to their personal needs well. They follow good hygiene routines, such as washing their hands after the childminder changes their nappy or before eating. This helps to promote children's good health. n The childminder regularly updates her skills and knowledge, which helps her to broaden the experiences she offers to children. The childminder has been learning about play with nuts, bolts and loose parts. This has ignited children's curiosity and extended children's creativity even further. n The childminder shares some information with other settings about children's

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need to do better?

activities and the progress they are making with her. However, she is not always aware of their current achievements or next steps at other settings, to ensure planning for future progress is consistent. n Children share warm interactions with the childminder. The childminder gets

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need to do better?

5 November 2019 down to their level and gets involved in their activities. She lies on the floor with them as they pretend to be 'sleeping bunnies' and children squeal with delight and climb onto the childminder as they roll around on the floor laughing. Children feel safe in the childminder's care and are emotionally secure. n Overall, the childminder supports children's communication and language skills effectively. For example, she repeats words and phrases and introduces new words to their vocabulary in a very natural way as they play. However, she sometimes asks questions in quick succession and does not give children the time that they need to think about what she has asked them or to answer the question. n The childminder reflects on her practice successfully to identify areas where she could make further improvements. She has introduced books that go home with the children to encourage a better two-way flow of information between herself

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need to do better?

and the parents. She is working on providing a book with photographs of the resources which she stores in the shed, so that children are more aware of what is available and to provide them with a wider choice. n Children follow the good example set by the childminder. She encourages the children to be polite and kind to one another. She praises their kind behaviour and says 'well done' when they share toys well, which boosts their self-esteem and confidence effectively. n The childminder makes good use of her observations and assessments of children's learning to ensure she tailors care well to their individual needs. She liaises with parents and healthcare professionals to ensure that children get the best possible support and develop a wide range of skills they need to succeed in life.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge of safeguarding issues and knows who to report to if she has any concerns about a child's welfare. She is knowledgeable about wider safeguarding issues and can recognise the signs or symptoms which may be a cause for concern. The childminder knows how to keep children safe when she takes them on outings and ensures that she keeps the premises secure when children are present. She supervises the children well to ensure their safety.

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should:

n develop partnerships with other settings more, to ensure a consistent exchange of information to support children's learning even further n make the most of all opportunities for children to develop their thinking skills, allowing them the time that they need to answer questions.

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Setting details

Unique reference number EY473987 Local authority Devon Inspection number 10075683 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 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 12 January 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Exeter, Devon. Childminding takes place on Tuesday, Wednesday and Thursday, all year round except Christmas and bank holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n On a learning walk, the childminder explained to the inspector how she organises her home and implements the curriculum. n The inspector observed the children engaged in activities and had follow-up discussions with the childminder about their progress and learning. n The inspector sampled a range of documentation, including policies and children's learning records. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The views of parents were taken into account.

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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

5 November 2019 5 November 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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