Childminder EY548756

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

The childminder provides a welcoming and nurturing learning environment that helps children feel safe and secure. She takes time to get to know the children in her care well and finds out what makes them unique. Children are happy, content and well settled. The childminder talks to children in a kind and positive manner and is a good role model for behaviour. She teaches children to share, take turns and be kind to each other. As a result, children play cooperatively together. Children willingly help with small tasks, such as tidying away their toys before going outside.

p.2

The provision is good

Children enjoy exploring and playing with the toys and activities on offer to them. The childminder sets up activities that help children follow their interests and support their individual learning needs. For example, children thoroughly enjoy using clothes pegs as tweezers to pick up cotton wool balls, which helps them develop the strength in their hands ready for writing. Children's communication and language skills are well supported by the childminder through effective questioning and conversations. Additionally, she has introduced a dedicated singing and Makaton time to develop children's listening skills. These activities also help prepare children for the move on to school.

p.2

need to do better?

n The childminder works with parents to get to know children well from the start. She uses this information to follow children's interests and plan for what they need to learn next. She is effective in building on what children already know and can do, and she works closely with other settings children attend. Children acquire the key skills and attitudes they need to promote future learning. n The childminder has a good understanding of how children learn. She provides a wide selection of easily accessible activities so that children can freely choose and decide what they want to play with. This promotes their independence well. Children are confident to try new things. However, the childminder has not yet supported them to develop persistence when exploring activities, and she can struggle with holding their attention. n Children are developing good mathematics skills. They can order toys by size and understand that some are too big or too small to go through the tunnel.

p.2

need to do better?

They recognise different shapes as they squirt shape targets with water bottles. However, there are not as many opportunities for children to hear numbers and count as they play. n Children are supported well to develop good independence and self-care skills. They know to wash and dry their hands after playing outside or before they eat. Children benefit from plenty of opportunities for outdoor play. For example, they dig to find letters hidden in sand and they investigate what happens to the sand

p.2

need to do better?

15 January 2020 when they add water. Children can use a range of physical equipment, such as balls and ride-on toys. n The childminder asks meaningful questions to test children's understanding. She provides new words to build on their current vocabulary and extend their understanding. For example, children talk about the birds in the garden and the food they eat. The childminder monitors children's progress from their starting points, and, consequently, children make good progress. n Children are developing good literacy skills. They draw with chalk and look at books with interest. They enjoy lifting flaps to see animals that are hiding. Children are confident with technology. They understand how to push buttons on toys to make them move or play a sound. n The childminder has an effective programme of training and professional development, and this helps her to improve her own skills and knowledge. She

p.2

need to do better?

regularly reflects on her practice to ensure she is still providing a good service.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a robust understanding of child protection issues. She knows how to identify and promptly deal with a concern about a child's welfare or safety. The childminder is aware of the procedures to follow regarding wider safeguarding issues, including 'Prevent' duty guidance. The childminder has a detailed safeguarding folder containing a wide range of safeguarding guidance, which she shares with parents. The childminder has effective strategies in place to keep children safe. She regularly risk assesses her environment and minimises any potential hazards. She teaches children about being safe in her home and on outings.

p.3

should:

n allow children more time to explore and discover, without support, to develop their persistence and attention skills n provide more opportunities for children to hear and use numbers in their play.

p.3

Setting details

Unique reference number EY548756 Local authority Devon Inspection number 10109076 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 8 Total number of places 5 Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017. She lives in Bampton, near Tiverton, Devon. She provides care Monday to Friday, from 7.45am to 5.30pm, all year round.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities and evaluated the impact this has on children's learning. n The inspector sampled documentation, including children's records and qualification certificates. n The inspector spoke to, and interacted with, children during the inspection. n The inspector talked to the childminder and discussed the quality of teaching and how she keeps children safe.

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

15 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.

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