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 Not applicable

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The provision is good

The childminder provides a welcoming and caring environment. Children settle quickly, which shows that they feel happy, safe and secure. Children confidently explore the well-organised playroom, choosing interesting resources to play with. Children demonstrate high levels of concentration as they engage in imaginative play with each other. The childminder is a positive role model. He is kind and attentive in his approach as he supports children to understand their emotions and those of others. As a result, children have a clear understanding of behavioural expectations. Children are polite and helpful. They smile when they are praised for helping to tidy up. Children are learning how to share and to take turns. When minor disagreements happen, the childminder is consistent in his approach. He speaks to children calmly and helps them to know how to be kind to their friends.

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The provision is good

The childminder has a clear curriculum intent and he plans activities that help children to thrive. The childminder uses the facilities in the local community to enhance children's learning. For example, children visit the local parks and museums. They also go on regular outings to the beach. These activities help children to develop their confidence in social situations.

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need to do better?

n Since registering, the childminder and his assistants have updated their professional development and they use new knowledge to reflect on the provision they offer. They have attended courses to assist them in reviewing the curriculum activities provided and how they support children's learning. n The childminder supports children to develop their physical skills indoors and on regular outings. He provides opportunities for children to develop their early writing and mark-making skills. For example, children enjoy creating appointment lists for their 'eye test centre'. n The childminder gathers information from parents about children's starting points. The information is used to plan learning opportunities which cover all areas of the early years foundation stage. The childminder is skilled at providing learning based on children's interests. n Children take part in early mathematics activities, such as measuring 'formula'

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need to do better?

needed to fill bottles for their baby dolls. Children use mathematical language in their play. For example, as children join in with the adult-led measuring activity, they use words such as 'biggest', 'medium-sized' and 'smallest' when describing the size of their baby dolls. n The childminder knows what children need to learn and be able to do next. However, the curriculum they provide does not always focus sharply enough upon these next steps in children's learning, particularly for the most able children.

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need to do better?

24 January 2023 n The childminder supports older children to manage risks for themselves. For example, when children want to stack cushions to make seats for themselves at the right height, the childminder asks them if it is safe and how do they know. Children explain that it 'feels right' and 'it's not wobbly'. n Older children's vocabulary development is supported well. Children take turns in conversations as they construct an imaginative trip to the theatre. The childminder has a 'words of the week board' and he drip feeds these words into activities with the children. Children learn words such as 'descend', 'rhythm' and 'pause' as they learn a poem about a Chinese dragon. The childminder supports the children to put actions to the poem and this helps them remember the new words and refer to them again in their play. n The childminder identifies children who are at risk of falling behind in their communication and language skills. He highlights this in their progress check at

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need to do better?

age two. However, he does not use clear strategies to support children to have the language they need to express themselves. As a result, children become frustrated when they cannot make themselves understood. n Nappy changing routines are established. Children's permission is sought for changing and the process is calm and safe. n Parent partnership is good. The childminder sends regular activity and learning updates to parents. Parents like the range of activities offered by the childminder and his assistants. Parents feel well informed about their children's care and education through daily discussions with the childminder and the online app used.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands his responsibilities to protect children from harm. He knows signs and symptoms that may indicate abuse and has a sound knowledge of procedures he must follow if he has a concern about a child's welfare. The childminder understands the need to report any allegations made against himself or his assistants. He ensures that his premises are safe and secure for children and that outings are carried out safely. Children learn about keeping themselves safe.

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should:

n take account of children's next steps in learning more effectively when providing activities, so that children are always challenged to make the best possible progress n improve support of children's communication and language skills, particularly where they are at risk of falling behind in this area of their development.

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Setting details

Unique reference number 2603346 Local authority Devon Inspection number 10262973 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 5 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. He works with two assistants. The childminder lives in Bideford, Devon. The setting is open Tuesday to Friday from 8am to 5.30pm.

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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 provider and has taken that into account in their evaluation of the provider. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with key documentation on request. n Children spoke to the inspector about what they enjoy doing while with the childminder.

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Inspection activities

24 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

24 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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