Snook, Samantha Frances

Overall effectiveness Good

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

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The provision is good

Children are happy, very settled and form strong bonds with the warm and caring childminder. This helps them to feel secure and confident at the setting. For example, when the childminder introduces them to visitors, children immediately greet the visitors, show them their toys proudly and ask for their help with tasks. Children develop good social skills. They play cooperatively with each other, such as letting friends sit on the back of their ride-on toys and working as a team to fit construction pieces together.

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The provision is good

Children benefit from an inviting learning environment and a broad and challenging curriculum. They receive good support from the childminder to help to build on what they know and can do. For example, the childminder teaches the younger children to propel themselves on ride-on toys using their legs. With some practise, they develop coordination, strengthen their leg muscles and start to gain confidence in their new skill. All children make good progress in their learning.

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The provision is good

Children learn to identify the level of risk when they try new things, to keep themselves safe. For instance, they decide if they feel able to jump from a step in the garden without help. The older children leap with confidence, while the younger children ask to hold the hands of adults and jump more tentatively.

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need to do better?

n The childminder knows the children well. She assesses their stage of learning and development accurately and identifies appropriate next steps in their learning. She uses this information to plan a broad curriculum and challenging activities. Children are eager to take part and demonstrate a positive attitude to learning. n The childminder provides good support to help every child to learn new skills. For example, she shows the older children how to make sandcastles and they copy this and then playfully knock them down. At times, the childminder does not target each child's learning needs as effectively as she could, to offer more challenge and extend their learning further. n Partnerships with parents are effective. Parents comment that the childminder routinely shares detailed information with them to keep them involved in their children's learning. However, the childminder does not establish links with other

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need to do better?

settings attended by children, to help her to provide greater consistency in children's care and learning. n The childminder is skilled at supporting children's language development. She sits with them on the floor to enable good eye contact, introduces new words and models the correct pronunciation of sounds. For instance, she teaches them that butterflies hatch from chrysalis and repeats what children say, pronouncing

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need to do better?

9 June 2022 the words correctly and clearly. n The childminder models counting throughout the day, to familiarise children with number names and to encourage them to join in. Older children learn to count and begin to recognise small quantities of items by sight without having to count them. n Children behave well. They understand the daily routines, listen to the childminder and follow her instructions willingly. For example, after the childminder warns them of the need to tidy up soon, all children enthusiastically help to pack the toys away. n The childminder supports children to understand the rules and to learn about feelings. For example, she talks about how children might feel when their friends take toys from them. During these occasions, the children calmly tell the childminder what happened and willingly agree to give the toys back to their friends. n The childminder builds children's emotional well-being effectively and praises

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need to do better?

their efforts and achievements. Children demonstrate strong feelings of self- belief and pride. n Children develop confidence in their abilities and learn to manage their care needs independently. With support and encouragement from the childminder, they put on and take off their own shoes, use tongs to serve their own snacks and wash their own hands. n The childminder works closely with parents and other professionals to provide good support for children with special educational needs and/or disabilities. She completes additional training to ensure she has the relevant knowledge to tend to their individual needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role to keep children safe. She keeps up to date with changes in child protection legislation by completing training and attending local safeguarding meetings. The childminder has a good understanding of how to recognise the signs that may indicate a concern about children's welfare. She knows the procedures to follow to report any safeguarding matters to the relevant agencies. The childminder carries out ongoing risk assessments to identify and remove any potential hazards and teaches children to identify risks in the environment. For example, children remind the childminder not to touch the prickly plant in the hedge as it will hurt.

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should:

n develop the planning of the curriculum to target each child's learning needs

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should:

9 June 2022 more precisely, to extend their learning further n work in closer partnership with other settings attended by children to provide greater consistency for children's needs and experiences.

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Setting details

Unique reference number EY461801 Local authority Torbay Inspection number 10075442 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 4 Number of children on roll 8 Date of previous inspection 5 January 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Paignton, Devon. She offers care from Monday to Thursday, all year round. The childminder receives funding to provide free early education for children aged two, three and four years.

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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 provider. n The childminder discussed with the inspector their intentions for children's learning and how they plan the curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 The childminder talked about the policies and procedures at the setting and reflected on the quality of teaching and learning that had taken place during an activity. n Parents provided written feedback of the setting for the inspection.

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Inspection activities

9 June 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

9 June 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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