Michelle Davis

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 feel safe and secure as the childminder knows and supports them well. They talk with excitement about the fun and learning that takes place. For example, a younger child describes how they are learning to count, then proceeds to count to 10 with limited support, and celebrates their achievement. Children are confident and have developing independence skills. They enthusiastically explore and use their creative ideas with the range of resources available. For instance, a planned activity to make potions leads to children problem-solving how to change the colour of a flower using coloured water and crushing petals in a pestle and mortar.

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The provision is good

Children's behaviour is exceptional. The childminder has high expectations that the children will care for and support each other. For example, they play cooperatively together, taking turns and listening to everyone's views and ideas. Children invite each other to play and politely explain the rules of a game or activity.

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The provision is good

Children enjoy a wide range of experiences in their local community, such as forest school activities and trips to the local beach and park. They excitedly recall when they toasted marshmallows on the fire.

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need to do better?

n Children use learning opportunities to extend their understanding of the world and how things work. The childminder supports this by listening to children's questions, providing resources and encouraging children to solve problems for themselves. For example, when a child gets a flower stuck in a funnel, she supports them to consider and try different methods to get it out. Children later applied some of their learning to try to get a pipette out of a plastic container. n The childminder finds out about the children's interests and development. She then plans activities and experiences effectively to help build on their skills and knowledge. n Parents speak highly of this childminder. They comment on her flexibility with sessions during the COVID-19 (coronavirus) pandemic, to support their work and care responsibilities. Parents say that they have enjoyed the contact and ideas from the childminder that support continuity of learning at home. They feel that

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need to do better?

their children have made progress with their social skills, communication and self-help skills while in her care. n Children make good progress from their starting points. The childminder ensures that individual targets for children are reviewed and new areas of development are provided and shared with parents. The individual development targets are reinforced and practised by the child throughout the session. Currently, there are no children attending with special educational needs and/or disabilities.

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need to do better?

8 July 2021 However, the childminder has an awareness of how she would support and involve outside agencies if required. n The childminder promotes the development of vocabulary during all activities and ensures the children use counting and mathematical language. Younger children count and express their needs. Rhymes and the sharing of a story are part of the daily routine. However, sometimes the childminder does not consistently provide opportunities for children to see print, including numbers and words, in the environment to further enhance these skills. n The children have access to pre-writing resources such as paintbrushes and magnetic drawing boards. However, at times, the childminder misses opportunities to encourage mark making as part of the daily sessions to support the development of early writing. She does not consistently talk about letters and the sounds they represent to extend children's literacy skills. The

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need to do better?

childminder recognises this is an area she would like to develop. n Children are encouraged by the childminder to make healthy choices and consider activities that will help to exercise their bodies. They help to prepare their snack, where they talk about what is healthy and how they can drink water to keep hydrated. n Children look at photos of past activities in their journals, which prompts them to share their memories of having fun. They talk lovingly about the people who make up their family from the pictures in their transition books. This helps support children's emotional well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

This childminder ensures a safe and healthy environment for the children in her care. She has a good understanding of child protection and safeguarding procedures and knows what to do if she has a concern. She has recently attended training to reinforce her wider understanding and knowledge. The childminder uses effective systems and policies that are discussed with parents to ensure a shared understanding. She has supported the children in her care to keep safe during the COVID-19 regulations. She places a high priority on mental health and well-being for the children in her care and ensures access to information to support parents and families.

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should:

n extend the range of educational activities that develop children's understanding that print carries meaning n maximise chances to encourage the most able children's early mathematical and literacy skills.

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Setting details

Unique reference number EY552807 Local authority Torbay Inspection number 10174255 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 and lives in Paignton, in Torbay. She offers care from 7am to 6pm, Monday to Thursday, all year round.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n Children spoke to the inspector about their experiences with the childminder. n The childminder and the inspector viewed the premises and discussed the routines, curriculum, assessment and learning that children experience. n Parents shared feedback with the inspector about their children's experiences at the setting and she took account of their views. n The inspector carried out a joint observation with the childminder.

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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

8 July 2021 8 July 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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