Childminder in Devon

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children flourish in this bright and welcoming environment. The childminder is enthusiastic and passionate about her role, and children have fun as they learn. For instance, young children relish being outdoors. They giggle in delight as they feel the wind blowing on their cheeks, holding their heads higher to further the experience. This helps to support young children's developing understanding of the natural world.

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The provision is good

The childminder acknowledges children's efforts and achievements with plenty of praise and encouragement, which helps to build their self-esteem. Young children are delighted at being involved in everyday tasks. They happily set the table for snack and clear away when they are finished. Young children show exceptionally high levels of independence skills as they peel their own oranges and peel and slice their own bananas. Children develop their early mathematics skills as they count the pieces of fruit as they put them into bowls.

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The provision is good

Parents are exceptionally complimentary about the childminder. They praise her for the progress their children are making and the skills their children are developing. The childminder collects very detailed information about children's interests, stages of development and care needs from parents. This enables her to plan for children's learning from the day they start with her.

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need to do better?

n The childminder fosters children's communication skills. She knows to get down to children's level and to give children time to think and respond to questions. The childminder uses actions to bring stories to life. For instance, as they read the story of 'The Three Little Pigs', she walks her fingers up and down the page to imitate the wolf's movements. The childminder extends children's mathematical vocabulary as they play. For example, as they build with blocks, she talks to children about the bricks getting 'taller' or 'higher'. n Children have many varied opportunities to develop an understanding of the local community. They go shopping in the local area where they choose what they want to buy, and pay for their own purchases. Children experience different types of transport as the childminder uses public transport to take children to places further afield. n Young children show excellent self-care skills for their age. When playing

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need to do better?

outside, they recognise when their hands are cold and ask for mittens to put on. They show exceptionally high levels of determination and a can-do attitude towards their own learning for their young age. For example, when getting ready to go outside, young children show tremendous levels of determination at putting their own shoes and coats on.

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need to do better?

27 February 2020 n Children show remarkable levels of imagination. They spend a considerable amount of time, relative to their ages, making up and acting out their own stories. Children talk to themselves as their stories unfold. They use different tones of voice and sounds to bring their stories to life. n Children show excellent manners and their behaviour is exemplary. They automatically say 'please' and 'thank you'. The childminder talks to young children in age-appropriate ways to further their understanding of sharing. For instance, when children ask for resources other children are playing with, she gently explains about waiting. n Children are confident to engage the childminder in their play. They offer the childminder chalks so that she can make marks with them. Children draw lines and circles, developing their early writing skills. They eagerly explain what it is they are drawing and comment on the marks the childminder is making.

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need to do better?

n The childminder offers children further real-life experiences to develop their understanding of the natural world. They learn about life cycles as they plant seeds and watch them grow into vegetables, which they later eat. This helps to extend children's understanding of keeping themselves healthy and gives stimulating opportunities to develop their physical skills. n The childminder assesses children's progress accurately and knows what they need to learn next. She uses children's interests to offer activities to further support their learning and development. n At times, and in her eagerness for children to learn, the childminder interrupts children's play, concentration and exploration.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder can recognise the signs and symptoms of abuse. She knows where to report any concerns she may have about a child's welfare. The childminder accesses regular safeguarding training to keep her knowledge and practice up to date. She assesses potential hazards in her home, garden and while on outings effectively and minimises possible risks. The childminder teaches children how to keep themselves safe when in her home and garden and during outings into the local community and beyond.

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should:

n ensure children are given enough time to enjoy their play without interruption to fully support their learning.

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Setting details

Unique reference number EY309132 Local authority North Yorkshire Inspection number 10117385 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 2 to 2 Total number of places 6 Number of children on roll 2 Date of previous inspection 23 April 2015

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Information about this early years setting

The childminder registered in 2005 and lives in Catterick Garrison. She operates during term time from 8am to 4.30pm, Monday to Friday. The childminder has a childcare qualification at level 3.

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Inspection activities

n The quality of teaching was observed during activities, indoors and outdoors, and the inspector assessed the impact this has on children's learning. n The inspector evaluated a joint observation with the childminder. n A number of discussions were held with the childminder. Relevant documentation was looked at, including evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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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

27 February 2020 27 February 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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