Hawkins, Carol

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 play together harmoniously as the childminder carefully supports and encourages them as they engage in activities. Children show delight and enjoyment in their learning and they listen attentively to requests and instructions as they prepare to go outside and embark on a treasure hunt, for example. The childminder has high expectations of the children and behaviour is very good. Children take turns and help one another. For example, when learning to match patterns, children offer support to their friends to complete the activity correctly. All children make good progress in their learning and development.

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The provision is good

The curriculum focuses on teaching children to develop their self-confidence, independence and physical skills. This helps them to be an effective learner and to take care of their personal needs and preferences. Children learn to set the table for lunch, pour their own drinks and cut up their fruit for snack. The childminder plans activities for children to develop their physical development to support their large and small motor skills. For example, children visit the park, learn to ride balance bikes and engage in making marks to develop their early writing skills.

p.2

need to do better?

n Children learn about the importance of good oral health and healthy eating. The childminder teaches them how to brush their teeth and learn about decay via practical activities and images. The childminder provides healthy snacks and introduces children to new fruit to encourage them to eat a range of healthy foods. Children enjoy practising their cutting skills when preparing the food. They learn the names of new fruit as well as experiencing new tastes and textures. n The well-designed curriculum enables the childminder to ensure children learn about the natural world and how to socialise with other children of a similar age. Children go on trips to the donkey sanctuary and the aquarium to learn about animals and their habitats. The childminder has built positive links within the community. She and the children attend toddler groups and meet up with other childminders to develop the children's social skills and to enable them to learn

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need to do better?

more about the community in which they live. n The childminder has very effective partnerships with parents and carers. She provides them with daily information via diaries and messages. Parents state that the childminder provides a 'caring, home-from-home' environment for the children. They say that the childminder is very professional, empathetic and understanding and that they have no hesitation in recommending her. n The childminder plans and delivers activities to teach mathematical concepts. Children engage well and practise sorting and counting objects. The childminder knows what she wants children to learn. However, in some activities, there are

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need to do better?

9 October 2023 too many concepts covered and this does not allow the children to practise and rehearse one skill before moving on to another. This does not allow children to embed their learning and make as much progress as they could. n The childminder communicates with the children very well and she engages in meaningful back-and-forth interactions. However, occasionally, she does not use the correct language to help children learn some key words accurately to support their developing vocabulary and language. n The childminder evaluates her practice effectively. She attends regular training to increase her own understanding of how to support children's learning. For example, she recently completed training about children with special educational needs and/or disabilities (SEND). This enables her to more effectively recognise when children with SEND need additional input. The childminder tailors learning

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need to do better?

and activities to suit children's interests and next steps in learning. For example, she has installed a reading nook in the garden to support the children's love of reading. She is committed to continuously improving her practice and the environment which she provides for the children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection issues and is clear about her role and responsibilities to safeguard children. She keeps her safeguarding knowledge up to date, such as through regular training. The childminder knows the signs that indicate a child may be at risk of harm. She understands the correct procedures to follow in the event of a concern about a child's welfare. The childminder manages risks to children effectively by carrying out frequent risk assessments of her setting and places she visits with the children.

p.3

should:

n provide more targeted support and focus during planned activities to help children achieve the learning intentions n ensure children hear the correct pronunciation of words to help them with their developing vocabulary and language.

p.3

Setting details

Unique reference number 104330 Local authority Devon Inspection number 10307942 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 5 Date of previous inspection 20 March 2018

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Information about this early years setting

The childminder registered in 1996. She lives in Salcombe Regis, in Sidmouth, Devon. The childminder operates Monday and Tuesday 8.30am to 4.30pm and Thursday 8.30am to 5pm.

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 childminder and has taken that into account in their evaluation of the childminder. n The childminder gave the inspector a tour of the premises. She talked about children's learning and progress, and how she delivers the curriculum. n The inspector read feedback from parents and carers to gain their views about the childminder. n A range of documentation was reviewed, including qualification certificates. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector and childminder observed children during activities and completed a follow-up discussion about children's learning and development.

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Inspection activities

9 October 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

9 October 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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