Childminder EY483495

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 feel very at home with the childminder and they behave well. They are welcomed in with enthusiasm and settle in quickly. Children choose what they want to play with as toys and equipment are easily accessible for them. They particularly enjoy being imaginative and playing alongside the childminder. For example, the children will make dinner in the play kitchen or pretend to be doctors. They make the childminder feel better with play medical kits, playing for extended periods of time. The children link this play to their own experiences of going to the doctor and engage in lively conversations with the childminder.

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The provision is good

The childminder communicates with children very well. When playing with the children, she will slowly repeat sentences or words back to them and ask them open questions which could have many different answers. The childminder skilfully comments on what the children are doing and describes their actions. This builds on their vocabulary and speech.

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The provision is good

Children benefit from the child-centred approach implemented at the setting. Their well-being is the highest priority for the childminder. She adapts routines daily according to their physical and emotional needs. The childminder responds quickly and sensitively to the children when they need reassurance and they respond warmly to her. The children clearly feel safe and secure and have strong relationships with the childminder.

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need to do better?

n The childminder actively works in partnership with parents and other settings that children attend. Parents contribute to the planning by sharing achievements and progress from home. Reports are shared from children's other key persons. A secure foundation for learning is nurtured by the childminder as all key adults know the level of children's progress and what their next steps are. n Children learn about shapes and colours through playing with bricks and sticking different-coloured shapes. However, children are not given enough opportunity to count or use positional language during these activities, so learning is missed. n Songs and story times are thoroughly enjoyed by the children. The childminder sings to them while playing and they join in. Stories are interactive and fun as children use puppets when listening and repeat phrases from well-known books. n Children are kind and patient with one another. Varied ages and stages of

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need to do better?

children are managed well. For example, when younger children want to play with older children, the childminder provides alternative options for everyone to ensure they all remain engaged and happy. n Independence skills are learned, even when the children are not keen, by using encouragement and praise. For example, children are helped to wipe their noses

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need to do better?

30 January 2020 and supported to try and do it themselves. n Children's care needs are met securely as children are assisted with potty and toilet training. Children enjoy washing their hands before eating and talk about healthy food choices during lunch. The garden offers sensory play with sand and water, and opportunities for trial and error using guttering pipes with balls. This is complemented with regular outings to local attractions and walks to the park and woods. n Children learn about some festivals, such as Chinese New Year and Christmas. The childminder could provide additional cultural and diverse resources within the setting. n Parents receive good communication from the childminder. Their children make friends and feel like part of the family. Information is regularly provided on children's development as well as tips for becoming ready for school and local events for families. n The passionate and reflective childminder broadens her knowledge by accessing

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need to do better?

training on various aspects of child development. She has taken steps to reduce paperwork by only doing what is necessary for children and parents, allowing more time to be spent with the children. Opportunities to discuss practice are available through the supportive local childminder network.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of how to keep children safe. She accesses training on a range of safeguarding topics and ensures she keeps up to date with changes. The childminder is confident in making referrals if required and has effective systems in place to monitor children's attendance and development. Thorough risk assessments are in place for the indoor and outdoor environment and all outings. These are reviewed regularly and first-aid training is up to date. The childminder has a good awareness of the 'Prevent' duty and ensures any online activity is supervised and secure.

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should:

n develop ways for children to count and use positional language in their play n incorporate learning about the wider world into children's daily play experiences.

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Setting details

Unique reference number EY483495 Local authority Devon Inspection number 10076345 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 9 Total number of places 6 Number of children on roll 11 Date of previous inspection 13 July 2016

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Information about this early years setting

The childminder registered in 2014. She lives in Kingsbridge, Devon. The childminder offers her service Monday to Thursday from 7.30am to 6pm.

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Inspection activities

n The inspector observed children's play and interactions with the childminder. n Evidence of partnership working with parents and other settings was sampled. n The inspector carried out a joint observation and learning walk with the childminder. n Parents' views were taken into consideration from written feedback. n Qualifications, training and evidence of suitability were checked.

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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

30 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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