Childminder EY548583

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 flourish in the warm, relaxed and well-set-out environment created by the childminder. They move confidently between the rooms, independently selecting from the wide range of good-quality resources that are freely available. Children are very settled, happy and secure in the home. They enjoy strong bonds with the childminder, who listens carefully to what they have to say and shows a genuine interest in their thoughts and ideas. All of this builds children's confidence and self- belief.

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The provision is good

The childminder has a broad knowledge of each child's needs and interests. She uses this to create stimulating activities that help all children to make progress. She has clear expectations and supports children effectively in a patient and relaxed manner to achieve these. Children are learning to share stories together and to help one another tidy away resources. They are polite towards others, and are learning how to manage their own feelings and behaviour in a positive way that empowers them. For example, they are learning how to say 'no, thank you' in a clear but kind way when they do not want to play with others. Children are keen to take part in activities and spend long periods focused on experiences that engage them.

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need to do better?

n Children make good progress from their starting points. The childminder accurately tracks their achievements and plans experiences that challenge children to reach the next steps in their learning. n The childminder carefully matches her interactions to children's specific needs to enable each individual to become an independent and confident learner. For example, she gives clear explanations to older children on how to use specific tools for scooping and containing rice, while showing younger children how to do it. n Children are becoming confident communicators who listen intently and respond positively to the childminder. They enthusiastically sing songs with the childminder and can describe the actions and feelings of characters in stories. The childminder models language well so that all children hear clear pronunciations and new vocabulary. n Children are well prepared for their future learning. They independently access a

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need to do better?

large range of available books and know how to use these to tell a story. They are learning to recognise shapes and colours, which the childminder skilfully introduces into everyday experiences. Older children are beginning to recognise letters and the sounds they represent, with support from the childminder. n The childminder encourages children to lead a safe and healthy lifestyle. She provides a wide range of nutritious snacks, helps children with handwashing

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need to do better?

9 January 2020 routines and provides daily opportunities for physical exercise. However, she does not consistently make the best use of these opportunities to extend children's understanding further. For example, she does not help children to consider why they need to wash their hands or what the consequences might be if they climb on the furniture. n The childminder is a good role model and supports children's positive behaviour with patience and gentle reminders. She gives children lots of praise and encouragement. Children respond well. They recognise boundaries and show concern for others. n Parents value the childminder, her knowledge and the support she provides to ensure that children receive continuity in their care. Suitable systems are in place to share information. However, these are not fully maximised to ensure that all parents receive regular and detailed information on children's educational

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need to do better?

progress, or to encourage them to contribute to this. n The childminder reviews her practice effectively and takes account of parents' feedback when considering what she needs to change or add to her provision to make it even better. She accesses training to help extend her knowledge and develop her confidence. She found training on how to write the progress checks for two-year-old children particularly useful to help her to design and write these for the first time. The childminder makes use of webinars to extend her sensory play ideas, to fully support children's early explorations.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to keep children safe in her care. She has a secure knowledge of the signs that may indicate children are at risk of harm and is confident in the processes to follow to refer concerns to the appropriate professionals. She accesses training to keep up to date with current legislation and has a secure understanding of her role and wider safeguarding issues, such as radicalisation. She carefully considers requirements when deciding how to ensure children stay safe and have their needs met when caring for more children for continuity purposes.

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should:

n make even more use of opportunities to extend children's understanding fully, for example why they need to wash their hands and how to keep themselves safe n extend partnerships with parents further to provide more information about children's learning and development and encourage parents to contribute to this.

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Setting details

Unique reference number EY548583 Local authority Devon Inspection number 10109075 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the Moorhayes area of Tiverton, Devon. She offers care from 8am to 6pm each weekday, all year round.

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Inspection activities

n The childminder took the inspector on a tour of the premises and explained how she uses them for childminding purposes. n The inspector took account of parents' views from written documents provided. n The inspector observed the interactions between the childminder and children, and considered the impact on children's learning. n Documents were sampled by the inspector, including suitability checks, qualifications and children's learning records. n Discussions took place with the childminder and children at appropriate times throughout the inspection.

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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

9 January 2020 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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