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

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The provision is good

Children settle quickly and are happy and safe in the childminder's home. The childminder and her assistants respond well to children and are observant of the gestures of non-verbal children. They ensure all children have opportunities to make choices and engage in the planned activities. For example, children are eager to get their shoes off and paint their feet. They march on a sheet to 'The Grand Old Duke of York' and notice the marks they leave behind. When others arrive, the adults ensure that they have the same good experiences. Children are confident in appropriately expressing their wishes.

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The provision is good

The curriculum is implemented well. The childminder provides children with lots of opportunities to be outdoors and to learn through nature. Children explore and lead their learning. For example, when babies are fascinated by the pond water an assistant takes them to the water tray. They know how to use a spray bottle and concentrate hard on filling and emptying containers, captivated by the water as it falls. Children have good experiences to help them learn to take care of the environment and living things. They enjoy collecting the eggs from the chickens and giving the guinea pigs fresh water and food.

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need to do better?

n The childminder works well with her co-childminder and assistants to plan a wide range of exciting activities and an enabling environment. She has a good understanding of how to motivate children through their inquisitiveness and interests. The childminder knows where children have gaps in their development and why they plan what they do to support them. n The adults provide good role models, so children behave extremely well and build positive relationships. Good routines and the use of songs help children to understand what they need to do, in a calm and stress-free environment. For example, they happily sing along as they help to tidy up and know to move to the kitchen for snack. The childminder prepares children well for school, particularly in building their confidence, resilience and eagerness to learn. n The childminder uses books effectively so that children enjoy stories, know where they can find information and enjoy books independently. The adults give

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need to do better?

good explanations to help children understand new vocabulary, such as the coronation being when the king gets his crown. This leads to children talking about going to London and others recalling their experiences of travelling by train. n Children become increasingly independent and resilient to new challenges. For example, older children manage putting on one-piece waterproofs with very little help. Younger children confidently flip their coats over their heads and ask for help with the zip. The childminder observes each child's abilities and plans

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need to do better?

3 May 2023 activities to support them further, such as small pincer grip experiences to strengthen their muscle skills so they can manage the zip. n Children wash their hands before eating and after using the toilet. They practise using toothbrushes to know how to clean their teeth. The childminder provides healthy snacks and nutritional home-cooked meals. Children have daily opportunities to be outdoors and know how to dress appropriately for the weather. However, not all practices and activities support children fully in understanding how to keep themselves healthy. For example, the childminder does not remind children to cover their mouths when they cough and children handle books while they eat their snack. n The childminder supports her assistants' well-being effectively. She meets with them regularly to give them opportunities for discussions and to set targets for their development. However, she does not always give precise support at the

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need to do better?

times directly before they lead activities, to ensure that their questioning techniques support children's language skills and children know what they are learning. n The childminder works successfully with parents to know what children can do and what they need to be learning next. She provides good information for parents to support their children at home. Parents' feedback is positive, especially about the nurturing environment and outdoor learning building their children's confidence. They confirm how the individual settling-in procedures reassured them and their children, so they feel secure.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants attend training and ensure that they know the signs to be aware of and the procedures to follow to protect children from possible harm. The childminder has a good understanding of her responsibilities to protect children from wider aspects of safeguarding. She ensures that her assistants are suitable to care for children. Her assistants know who to go to if they have concerns about the childminder or a colleague. They carry out good risk assessments and takes effective action to minimise risks to children while enabling their development. For example, children learn to climb to where they feel safe, and understand road safety on walks and the safe handling of animals.

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should:

n provide assistants with precise guidance to strengthen their questioning techniques and help children to understand what they need to be learning n help children to extend their understanding of healthy practices.

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Setting details

Unique reference number EY488864 Local authority Devon Inspection number 10286049 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 18 Number of children on roll 46 Date of previous inspection 30 October 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Uplyme, Dorset. She works with a co-childminder and together they provide care Monday to Friday, 8am to 5.30pm, for 47 weeks a year. They work with two of their four assistants each day. The childminder has early years teacher status. Three of her assistants hold an appropriate early years qualification at level three and she has an apprentice. The childminder receives funding to provide free early years 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 provision. n The childminder discussed her curriculum intent. The inspector observed the quality of teaching and learning and the impact on children's development. n The inspector spoke with the childminder at convenient times and assessed the effectiveness of safeguarding and care procedures. n The childminder and the inspector carried out a joint observation on a planned activity led by one of her assistants and discussed the impact on children's development and ways to develop practice. n The inspector read parents' feedback for the inspection, spoke with the children and assistants and took account of their views.

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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

3 May 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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