Childminder in Devon

Overall effectiveness Outstanding

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

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The provision is outstanding

Children positively thrive because the childminder provides professional and loving care. Children feel very safe and secure and know they can have a cuddle whenever they need comfort. They love playing and exploring in this cosy home- from-home setting. They make excellent progress in all areas of learning. This is because the childminder is incredibly ambitious for children to reach their full potential. For example, toddlers take part in age-appropriate activities, washing dolls and caring for them. They label things like 'baby bath' and 'sponge'. The childminder says, 'the baby is happy now!' Toddlers tenderly cuddle the dolls and repeat 'happy baby'. Pre-school children concentrate hard as they build structures from blocks and create stories as they play.

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The provision is outstanding

Children really develop their confidence and are willing to have a go at new challenges. This is because they know the childminder will always support and encourage them. They stay focused for long periods of time and persist with challenges. For example, during snack time, pre-school children carefully collect pieces of breadsticks to create a whole one. They count out the pieces and gleefully remember that these are thirds as there are three pieces. Children behave well and take responsibility for tidying up and looking after the toys and each other. They use 'please' and 'thank you' when asking for things.

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need to do better?

n The childminder is very knowledgeable and constantly reflects on the outcomes for children and how she can improve these. For example, she noticed that children have struggled with their emotions since the COVID-19 pandemic. She studied different approaches and ideas for supporting emotions. Since then, she has introduced regular time to visit woodlands and she has introduced even more language for identifying emotions. Children have responded well to this and enjoy spending time in nature exploring the trees and minibeasts. They talk about how they feel and seem calm and happy. n Children develop excellent communication and language skills. The childminder brilliantly narrates play for babies. This helps them learn words for things and actions. As babies babble, she copies them and takes turns with them, encouraging them to babble more. She expertly extends toddlers' sentences by adding new words as she repeats them back to them. She uses open-ended and

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need to do better?

thought-provoking questions with older children to help them recall what they know and think of new ideas. n The childminder passionately shares stories with the children. She then plans activities to help the children deeply understand the story. For example, she reads the children a story about a hairy caterpillar. They then make caterpillars from moss and sticks they find on a woodland walk. The children learn words

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need to do better?

24 August 2022 such as 'prickly' and 'fluffy' as they describe what they can feel and see. The children remember the story and act out parts of it with their stick caterpillars. n The childminder has worked hard to develop her communication with other settings and parents, especially with regards to children's progress. This is because she wants children to continue to reach their full potential when they move to their next setting. She informatively shares her planning with parents to help them know what she intends their children to learn and how. She expertly provides comprehensive reports for parents and the children's next settings. These reports celebrate children's achievements and identify areas where they may need extra support. n Children learn to count as they play. The childminder reminds a toddler that they had counted the dogs in a puzzle before. The toddler laughs as they remember and counts to five, pointing at each dog as they do. Children label shapes in the

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need to do better?

blocks as they play. They confidently identify two- and three-dimensional shapes. The childminder prompts them when they struggle to recall the names. n The childminder takes the children on many outings to local beaches and woodlands. The children develop their physical skills as they excitedly climb and run about in the fresh air and nature. They learn about the world around them. They develop a wonderful curiosity as they explore rock pools and look under stones and logs. They intently watch insects and sea life, learning to be kind to them and to look after living things.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has lots of experience of supporting children and families. She uses this knowledge to keep children safe from harm. She firmly understands her responsibility to safeguard children and has excellent knowledge of how to do this. She knows all categories of abuse and how to identify potential signs of harm. She attends regular training to keep this knowledge up to date. She knows who to contact for advice about concerns or how to refer a child if necessary. The childminder risk assesses throughout her day and helps children understand risk and how to manage it safely.

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Setting details

Unique reference number EY472115 Local authority Devon Inspection number 10236293 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 6 Number of children on roll 11 Date of previous inspection 27 February 2017

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Information about this early years setting

The childminder registered in 2014 and lives in Ivybridge, Devon. She offers care from 8am to 6pm, Monday to Thursday, all year round. She receives government early years funding for two-, three- and four-year-old children. The childminder has a relevant BA Honours degree in families and childcare studies.

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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 their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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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

24 August 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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