Taylor-Morris, Deborah Jane

Overall effectiveness Good

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

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The provision is good

Children are emotionally secure and quickly settle in the childminder's nurturing environment. She knows the children well and they receive a warm response if they need her reassurance. The childminder engages well in children's chosen play. For example, she helps them to sort creatures into groups, such as big cats and sea creatures, which supports them well to recognise their different sizes. Children observe how the childminder uses resources and learn through copying her. For example, she rolls balls to very young children and they throw them back with accuracy, which develops their physical skills well. Children have a highly positive attitude to learning and want to persevere to complete a task. They use trial and error to discover the best way to do something and have good problem-solving skills. For example, when the childminder shows a baby how to place different shapes through the relevant slots, they think for a while and then take the lid off

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The provision is good

the container and drop the pieces in. Children of all ages develop a love of books and are eager for the childminder to share them with them.

p.2

need to do better?

n The childminder seeks good information about what children can already do when they first start and, through continuous observation, she knows what they need to learn next. She plans well and involves the children in making choices about resources and activities. As the children's interests change, the childminder uses these effectively to move their learning on. For example, she plans for children to learn about transport but when they become fascinated with rockets, this changes to learning all about space. n The childminder plans her indoor environment successfully to enable children to become inquisitive and want to explore. For example, she places resources in different areas, which encourages babies to crawl excitedly to see what they might find. She places some toys on the settee to support their physical development further, so they pull themselves up and cruise around the furniture. However, children do not have the same learning opportunities in the outdoor

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need to do better?

environment, particularly during the winter months. n The childminder is skilled at supporting children's communication and language development. For example, she has a good range of posters around her home that spark even babies' interests. As they point, she names the fruit and vegetables, and they repeat back the sounds of the words. This supports their early speaking skills and understanding successfully. The childminder extends older children's vocabulary well by using a variety of words to describe what they are doing, such as erecting a castle or cleaning the bristles of a paintbrush. Children's knowledge of words becomes wide-ranging, so that older children use words such as 'fierce' and 'soporific' appropriately in their play. n Children are extremely inquisitive and exceptionally well behaved. Through

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need to do better?

7 February 2022 excellent support, they are highly motivated to learn and very confident to go and investigate the resources. The childminder provides a highly positive learning environment, where children develop outstanding respect for others' differences. She is an excellent role model so children learn to share, listen to others' opinions and take pride in their own and each other's achievements. n The childminder is currently focusing on children's personal, social and emotional development. She helps them to build positive relationships, consider others and become more independent. The childminder provides effective support to help children understand the importance of caring for their health, such as which foods are good for them, looking after their teeth and having exercise. The childminder follows good, consistent procedures to protect children from the risk of COVID-19. n Children benefit from the childminder's strong partnership with parents. They

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need to do better?

share important information to enable consistent care and learning for children. The childminder is proactive in working closely with other providers that children attend, for example to be consistent in supporting children's behaviour. The childminder makes good use of her training. For example, she now ensures that children do not have too many resources out at once, so as not to overwhelm them and to help them be less distracted and concentrate better.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps herself up to date with all aspects of safeguarding children. She has a strong knowledge of what to be aware of and the procedures to follow to protect children from risk of harm. For example, she works closely with parents to ensure that children are not at risk when using technology. The childminder ensures that her home is safe and clean and takes appropriate action to minimise risk to children. The childminder keeps her required paediatric first-aid qualification up to date, to ensure that she can act quickly should the need arise.

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should:

n improve planning to provide greater opportunities for children to play and learn outdoors all year and meet their individual learning needs.

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Setting details

Unique reference number 104585 Local authority Devon Inspection number 10125386 Type of provision Childminder

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Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 12 November 2015

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Information about this early years setting

The childminder registered in 1997 and lives in the village centre of Sampford Courtenay, Devon. She operates from Monday to Friday all year round, except for Christmas.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder led the inspector on a walk around her premises and discussed her intentions for children's learning and the safety of the premises. n The inspector observed the quality of education being provided indoors and carried out a joint observation with the childminder to assess the impact on children's development. n The inspector took account of parents' opinions discussed with the childminder. n The inspector spoke with the childminder at convenient times throughout the inspection, assessed her safeguarding knowledge and sampled documentation.

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Inspection activities

7 February 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

7 February 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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