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

The childminder aims to provide children with a 'home-from-home' environment and is passionate in ensuring children form close and positive relationships with adults and peers alike. She encourages children to talk about their feelings and plans to introduce some 'mindfulness' sessions to support children's emotional well- being even further. Children have good opportunities to care for animals. They visit the woods where they pick dandelion leaves for the childminder's rabbits. Children also enjoy feeding the childminder's fish, which teaches them how to care for living things. Children are safe and behave well. They understand the childminder's household rules. For instance, children know not to draw on the table and that they have to sit down when eating. The childminder is skilled at encouraging children to recall past experiences to extend their vocabulary. Children talk positively about when they had their own trolley to push at the supermarket and what they bought.

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The provision is good

The childminder has high expectations. She provides children with a good range of activities and they are keen to explore these. For example, they enjoy investigating the texture of cooked spaghetti and comparing it to the dry pasta.

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need to do better?

n The childminder has formed strong partnerships with parents. They state in written letters that the childminder provides 'love, laughter and security' for children and how she provides an 'extended family structure'. The childminder ensures parents are actively involved in their children's development, for example by providing videos and photographs via an online system. They also borrow resources to enable children to build on their learning at home. n Children's communication skills are good. The childminder has signed children up to the local library where they can borrow a range of books. Children listen attentively as she uses different voices for the characters in the story, and she encourages them to fill in the missing words. Children use technology to ask for their favourite songs and then sing and dance along to them enthusiastically, supporting their language skills effectively. n The childminder talks to children about whether characters a story are kind. She

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need to do better?

discusses how the actions of others affect other people. For example, how the animals felt when the rat stole their food. This helps to teach children about right and wrong. n Children demonstrate good perseverance skills. They repeatedly try to pick up cereal hoops with tweezers. Children concentrate well and use their strong hand-to-eye coordination to squeeze the tweezers together until succeeding. The childminder uses consistent praise, helping children to develop confidence and strong self-esteem. n The childminder provides children with plenty of opportunities to be active. Outside, they visit the woods and the beach. They plant bulbs, such as crocus

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need to do better?

29 November 2019 and snowdrops, and make decorations for the village Christmas tree festival. Inside, children enjoy using scooters, jumping off small stools and dancing to well-known songs. They take pride in their achievements, and their physical well-being is good. n Children enjoy drawing pictures. The childminder talks to them about the colours they are using and the animals they have drawn. Occasionally, she misses opportunities to help children form anti-clockwise movements and hold pencils correctly to support their early writing skills further. n The childminder has good links with other providers. She is currently the chair of parent governors at a local school and has previously worked in a nearby pre- school. The childminder ensures that children who attend other settings have a consistent two-way flow of information to support their overall development. n Children enjoy looking for shapes and numbers in the outdoor environment, for

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need to do better?

example when they are on the bus, train or boat ride. However, opportunities to support children's mathematical development indoors are not as strong. n The childminder attends a variety of training to support her professional development. For instance, she is more aware of how younger children perceive the environment. She has rearranged her home to enable children to access resources more freely and have more space to play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder enables children to view videos of themselves engaged in educational activities on the computer. She ensures children do not have unsupervised access and talks to them about 'not touching the buttons' to keep themselves safe from any potential risks on the internet. The childminder has a secure understanding of safeguarding. She is aware if a child's welfare is compromised and whom to contact should she have a concern about their safety. The childminder has attended child protection training and is alert to any wider safeguarding issues and those within the surrounding area.

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should:

n help children to extend their early writing skills even more n maximise opportunities to develop children's mathematical learning further, particularly indoors.

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Setting details

Unique reference number EY477510 Local authority Devon Inspection number 10075958 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 0 to 3 Total number of places 3 Number of children on roll 3 Date of previous inspection 5 February 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Yealmpton, near Plymouth. She operates on Tuesday, Wednesday, Thursday and Friday from 7.30am until 6pm, during term time only. The childminder offers free early education funding for children aged two, three and four years.

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Inspection activities

n The childminder discussed with the inspector the range of educational activities she provides for children and how these support their development. n The inspector held a joint observation with the childminder and discussed how the activity benefited the children. n Written statements from parents were read to ascertain their views of the provision. n The childminder provided the inspector with a range of documentation to look at, such as her safeguarding policy and attendance register. n Interactions between the childminder and children were observed. The inspector spoke to the childminder and children at appropriate times during the inspection.

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Inspection activities

29 November 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

29 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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