Childminder in Devon

Overall effectiveness Good

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

p.1

The provision is good

Children are happy and settled in the childminders care. They develop good secure relationships with the childminder and her assistant. Children sit on the laps of the childminder and her assistant and cuddle into them as they play together. Younger children demonstrate feeling secure as they hold the adults' hands to develop their early walking skills. Children benefit from a welcoming, well-resourced environment that captures their interests and encourages them to explore. They confidently make their own choices about what they would like to play with. Children benefit from plenty of fresh air and exercise. They enjoy going out with the childminder on trips to the local parks and the library to choose books.

p.2

The provision is good

The childminder and her assistant are consistent in implementing clear boundaries so that children know what is expected of them. Overall, children behave well. They listen and follow the rules that are in place.

p.2

The provision is good

Children learn to be independent at managing their personal care needs. Older children feed themselves and are keen to try new foods. Children learn to keep themselves safe and to follow good hygiene practices. For example, they enjoy washing their hands before mealtimes and after being in the garden.

p.2

need to do better?

n Since her last inspection, the childminder has made a lot of improvements. She has carried out training and worked closely with other professionals to develop her skills and improve the service that she is providing. Both the childminder and her assistant have raised the quality of their interactions with children. n The childminder has high expectations for all children. She implements a curriculum that focuses on children's interests and capabilities. The childminder uses the information that she gathers from monitoring children's progress to help children meet their next steps in learning. However, the childminder does not always share this information with her assistant so she can target her teaching more precisely. At times, the childminder's assistant needs to be directed by the childminder as she is unaware of what children need to learn next. n The childminder supports children's language and communication skills well. For

p.2

need to do better?

instance, she models language and introduces new words to help extend children's vocabulary. Younger children babble and older children are confident at communicating their needs and interests. Children happily sing to themselves as they play. n The childminder and her assistant use children's interests in books to capture their attention and engage them in stories. Children snuggle in to listen to their favourite stories and confidently chose their own books to look at. However, on

p.2

need to do better?

26 January 2022 some occasions, the childminder does not consider how to ensure that children are not distracted by other things happening around them. This impacts children's levels of concentration. n The childminder and her assistant support children's early mathematical development well. They introduce mathematical concepts as they play alongside children. For instance, children learn words such as 'more', 'lots' and 'big' as they plant their seeds and talk about what will happen to them. n The childminder has developed good partnerships with children's parents. She works closely with parents from the start to get to know the children and their needs and interests. The childminder keeps parents well informed about their children's day with her. She involves parents in supporting children with the next stage of their learning. For instance, the childminder works with parents to support children with starting to learn to use the toilet.

p.2

need to do better?

n The childminder supports children to learn to recognise their feelings and emotions to help them to understand how to express themselves appropriately. She talks to children about their feelings and helps them learn words to express themselves. However, at times, the childminder does not help children know what to expect next in their routine, and sudden changes in routine cause some frustration to children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of their responsibilities to keep children safe. They follow good procedures to ensure that the premises are safe and suitable for children. The childminder and her assistant are aware of child protection and safeguarding matters, and they understand the procedures that they should follow if they have concerns about children's welfare. The childminder implements good procedures to ensure that they record accidents and incidents that children have so that they can monitor children's welfare.

p.3

should:

n develop procedures so that all adults working with children are aware of what children need to learn next to target teaching more precisely n review the organisation of the environment to prevent children being distracted as they engage in quiet and focused activities n support children to understand what is coming next with routines to allow them time to finish what they are doing and prepare for the next activity.

p.3

Setting details

Unique reference number EY490504 Local authority Devon Inspection number 10206053 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 11 Number of children on roll 10 Date of previous inspection 10 August 2021

p.4

Information about this early years setting

The childminder registered in 2015. She lives in Axminster in Devon. She provides care from Monday to Friday for most of the year. She works with assistants.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Documentation was sampled. n Parents provided written feedback and the inspector took this into consideration. n The inspector spoke to the childminder, her assistant and the children throughout the inspection. n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children.

p.4

Inspection activities

26 January 2022 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

26 January 2022 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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