Smith, Lisa

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

p.1

The provision is good

Children are happy and well cared for by this experienced childminder. The childminder has created a friendly environment with high expectations of behaviour. Children are polite to adults and extremely kind towards each other. For example, they support each other in putting on shoes and socks and in taking turns. The childminder encourages older children to understand why younger children sometimes need help.

p.2

The provision is good

The childminder has developed exciting indoor and outdoor areas, where children are encouraged to use their imagination in their play. Children focus on activities for extended periods of time. They enjoy playing with seasonal activities, such as a tray filled with conkers. The childminder skilfully provides opportunities to develop the children's abilities in various areas of learning, during their play. She uses a variety of questions to deepen their understanding and links number work and nursery rhymes to what they are doing.

p.2

The provision is good

The childminder takes pride in the activities and experiences she offers the children. They frequently go on trips, such as to the local museum or out for lunch in a play cafe. This helps children to broaden their experiences and meet with other children outside of the setting.

p.2

need to do better?

n The children play well alongside each other, helping and encouraging each other and sharing toys. The children are polite to each other, and the childminder reminds them to use their manners at all times. She ensures the children are well aware of each other's needs and how to support each other. n The childminder effortlessly includes different areas of learning in the day. For example, she helps the children to count when using pincers to pick out plastic spiders from the Halloween pasta and sings songs linked to the theme of the week, such as, 'five little spiders'. The children show their learning by including it later in their independent play. n The childminder plans activities based on a weekly theme, for example, pumpkin carving at Halloween. These activities excite and engage the children for an extended period of time. However, while these activities are exciting, they are not always focused enough on what the children need to learn next, for

p.2

need to do better?

example, to help develop their creative skills. n The childminder knows the children very well. She regularly uses questioning to find out what the children know and gives them time to think before they answer. She introduces children to new words when they are playing together and when reading stories. The childminder recognises that some children have gaps in their language development. However, she does not always prioritise

p.2

need to do better?

31 October 2022 this during her interactions with them. This means that not all children progress in their communication and language as quickly as they could. n The childminder promotes healthy eating and lifestyles. She supports parents to offer a range a food in children's packed lunches. She provides activities, such as growing herbs, which help children to try a wider range of healthy foods and understand where their food comes from. As a result, children develop their knowledge of how to lead a healthy lifestyle. n The childminder talks about what she does well and areas she would like to develop. She takes developing her own knowledge very seriously and regularly takes part in online training, such as Ofsted webinars and sign language training. This training helps the childminder to support children with additional needs. n The childminder has strong relationships with parents, who praise her warmth

p.2

need to do better?

and friendliness. Parents appreciate the support and activities the childminder provides. She communicates with parents regularly throughout the day and holds additional meetings to discuss individual children's needs and progress. As a result, children are well supported emotionally. n The childminder expends a great deal of effort on developing her home, to make it a warm and welcoming environment for children. She considers how best to organise resources to link to planned learning and includes 'real life' objects which engage the children. For example, children are fascinated by a new silver tea set which they use together to create a pretend meal, showing great curiosity and imagination.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of a wide range of safeguarding issues. She can confidently talk about what she would do in different child protection scenarios and knows who to contact in order to make a safeguarding referral. The childminder knows the procedure to follow if an allegation were to be made against herself or a family member. The childminder demonstrates how she keeps children safe in the setting, including keeping the gate to the garden securely padlocked. She supervises the children well and teaches them how to use equipment safely.

p.3

should:

n focus teaching more sharply on developing children's communication and language n target planned activities more closely on what children need to learn next, to provide more consistent challenge.

p.3

Setting details

Unique reference number EY317597 Local authority Devon Inspection number 10234976 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 6 Number of children on roll 11 Date of previous inspection 21 February 2017

p.4

Information about this early years setting

The childminder registered in 2005 and lives in Newton Abbot, Devon. She operates Monday to Friday, from 7am to 6pm, all year round. The childminder is in receipt of early education funding for children aged two, three and four years.

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 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 children's learning and development. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation.

p.4

Inspection activities

31 October 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

31 October 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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