Childminder in Torbay

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

The childminder securely meets children's emotional needs and provides a calm and homely environment. Children immediately begin to play with their friends on arrival and build big and small towers together. The childminder supports their imagination as they recall past visits to the hairdresser and pretend to cut each other's hair. Conversations between the children flow constantly as they discuss how to be careful with the pretend scissors.

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The provision is good

Communication is a strength as the childminder uses effective strategies to support children's language and the learning of new vocabulary. The childminder repeats words using correct pronunciation and she introduces new words to children as they play. For example, children enjoy watching a digger outside and they comment on the 'barriers' they see. Children learn to become independent, for example by putting their shoes and coats on and off. The childminder encourages them to do this and praises them for their efforts. Children show kindness towards one another when they help each other to put on their shoes.

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The provision is good

Due to the COVID-19 (coronavirus) pandemic, the childminder has amended her collection policy. However, children are unaffected by parents not coming into the setting during this period as they have a secure relationship with the childminder. Parents speak highly of the continued provision over the past year and comment on the emotional progress their children have made.

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need to do better?

n Children benefit from established settling-in procedures, such as home visits and flexibility in provision. Children learn to settle quickly and begin to make good progress towards their development. The childminder identifies those children with special educational needs and/or disabilities (SEND) and supports them appropriately. n Children engage in a range of activities which reflect their interests. They have easy access to books and love chatting while turning the pages. The storybook 'The Very Hungry Caterpillar' is a favourite, which the childminder uses to support children's communication. The childminder uses real caterpillars to capture their curiosity and consolidate what the children remember about the story. n The childminder encourages mathematical language and children enjoy comparing their own size to that of a tower, and further discussion on what is 'big' or 'small' around them continues throughout the day. The childminder

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need to do better?

identifies counting as a learning focus. However, she misses opportunities to extend children's counting skills throughout the daily routine. n The childminder knows how to extend children's learning so they acquire new

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need to do better?

25 May 2021 skills. For example, children develop pencil control by pouring and emptying oats in containers, making marks in the oats and blowing bubbles to develop their fine motor skills. The childminder identifies alternative ways so that all children feel included and achieve the same learning goal. n Children enjoy physical challenge by climbing the big steps and taking turns on the swing in the garden. They serve pretend ice creams from the playhouse and pick daisies together. Children love to sing songs together and repeat known rhymes while they wash their hands before lunch. n Children experience a range of community experiences such as weekly visits to a care home to meet elderly residents. The childminder expands their understanding of the world through conversation and creative activities. She takes children on trips to the zoo, local beach and a soft-play centre, to expand their knowledge of the local community.

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need to do better?

n Children learn about differences between themselves, their friends and the childminder, such as when playing with small-world toys. They enjoy trying new foods during various celebrations and learn about other cultures. n The childminder uses daily diaries to inform parents about their children's day, including what they have eaten, drank and their play choices. Although the childminder extends children's learning based on what they already know and can do, she does not always share children's next steps with parents to promote learning at home. n The childminder is proactive with her own professional development and seeks external advice and support for children with SEND. She makes good use of local support networks on offer to improve her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures her safeguarding knowledge is current and she knows what to do if a child is suffering or is at risk of harm. She is confident in contacting relevant agencies or asking for help and advice when required. The childminder has a good understanding of the 'Prevent' duty and the signs of radicalisation. She assesses risks in the indoor and outdoor environment to ensure children remain safe while providing appropriate challenge for them. The childminder teaches the children about household safety, such as the handling of a knife when preparing food. Her paediatric first-aid certificate is up to date.

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should:

n provide consistent opportunities for children to count in everyday activities n share children's next steps with parents more clearly so learning can be extended at home.

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Setting details

Unique reference number EY540899 Local authority Torbay Inspection number 10089987 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Paignton, Devon. The childminder provides care Monday to Thursday, including before and after school for 49 weeks a year. She holds an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in her evaluation of the setting. n The inspector observed children at play with the childminder indoors and in the garden. n A learning walk was completed to find out about the curriculum on offer and discussions between the inspector, the childminder and children occurred throughout the inspection. n A joint observation took place between the inspector and childminder. n The inspector gathered the view of parents both in person and through email. She also reviewed relevant documentation to confirm the suitability of household members.

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Inspection activities

25 May 2021 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

25 May 2021 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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