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 Good

p.1

The provision is good

Children feel safe and secure. The childminder ensures a smooth settling in process to help children feel relaxed and calm when they join. New children snuggle into the childminder for comfort. She is responsive and sensitive to their needs. The childminder fosters children's interests and plans activities to help them make good progress in their development. Children listen intently to stories that the childminder reads. She encourages them to turn the pages from left to right and to talk about what they see in the picture. Children become excited when they lift the flap inside the book to reveal a woodland creature. The childminder uses soft toy animals to accompany the story. Children find the picture in the story that matches to the toy animal. They develop good early reading skills.

p.2

The provision is good

Children behave well and demonstrate a positive attitude to learning. They show delight in trying out new activities. Children place their hand in a small bag and discover what is inside. They explore the items using their senses. The childminder talks to them about what they can see and feel.

p.2

The provision is good

The childminder encourages children's independence. She supports younger children to feed themselves and try new foods as part of the weaning process, such as grapes and blueberries. Older children learn how to cut up their own fruit through the childminder's example. For instance, the childminder places her hand over the children's, to support their coordination.

p.2

need to do better?

n The childminder completes training to keep her knowledge up to date. She has used this to support her understanding of children with special educational needs and/or disabilities. The childminder plans to undertake a 'sign language' course to help benefit children's communication skills. n Partnerships with parents are effective. The childminder provides them with regular feedback on their children's progress and ways to support them at home. Parents comment how children have, 'grown in confidence' and have 'valuable social experiences'. The childminder asks parents to complete her feedback form to enable her to improve her practice. n Children learn some mathematical concepts with with the childminder, such as counting how many beads they can see in the rainmaker. Although, on occasions, mathematics is not taught consistently within children's daily routines and adult-led activities to help them make even more progress in this area.

p.2

need to do better?

n The childminder provides children with activities that ignite their curiosity. For instance, she freezes a selection of toys within ice and encourages them to explore it. Children investigate the ice, wondering how to get the items out. The childminder talks to the children about how the ice feels 'cold and wet' and how

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need to do better?

23 January 2023 items are 'inside' the ice to support their vocabulary. n Children have good opportunities to visit the local area. They enjoy bus rides with the childminder to the museum, park and toddler groups. The childminder talks to the children about what they can see out of the bus window to help them develop an understanding of the world around them. n The childminder praises children's achievements. Children receive 'wow' moments from the childminder to celebrate their accomplishments. She uses the 'birthday board' to encourage children to talk to others about special events in their life. n Children enjoy a range of creative activities while at the childminder's. They play musical instruments, such as tambourines and maracas, and listen to music as they play. The childminder sings nursery rhymes and children join in with sounds and actions. n The childminder has formed links with other professionals. She liaises with the

p.2

need to do better?

nearby school and plans to contact other settings children attend to develop a consistent two-way flow of information to support children's development. n The childminder models language well. Children hear a varied vocabulary and the childminder encourages them to repeat simple words. She uses clear and simple sentences to ensure children understand what she is asking of them. n Children learn about good hygiene routines. The childminder encourages them to clean their hands before eating. She understands how nutritious food and physical exercise support children's awareness of a healthy lifestyle.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder helps to keep children safe. She ensures she cuts grapes before giving them to young children to prevent them from potential choking. The childminder ensures children have finished their mouthful before providing children with more snack. The childminder has a good understanding of how to keep children safe from harm. She attends child protection training and can identify when a child may be at risk. The childminder knows the relevant agencies to contact should she need to, to ensure children's welfare.

p.3

should:

n provide further opportunities to help children learn about early mathematics, particularly during daily routines and adult-led activities.

p.3

Setting details

Unique reference number EY488435 Local authority Devon Inspection number 10264343 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 7 Date of previous inspection 12 June 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in the Cranbrook area of Exeter. She offers care for children Monday to Friday, from 7.30am to 6pm, all year round. The childminder holds a relevant childcare qualification at level 3.

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 and the inspector discussed the early years curriculum and what they want the children to learn. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Written statements from parents and children were viewed by the inspector. n The inspector carried out a joint observation of a sensory activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 January 2023 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

23 January 2023 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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