Childminder in Torbay

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 feel safe and secure with the childminder and have formed positive relationships with her. The childminder is friendly and nurturing towards children. She listens well to their views and values their opinions. The childminder plans her curriculum well to help children make good progress in their development. She supports their emotional and language development effectively. For instance, the childminder talks to children about different feelings, such as 'happy', 'sad' and 'surprised'. She encourages children to recognise these feelings, using facial picture cards. The childminder extends this by offering children play dough to create their own faces. Children talk about the face they have made and use the correct words to describe the emotions.

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The provision is good

Children develop a positive attitude to learning. They show a willingness to join in with activities and have a go while acquiring new skills, such as working out how to roll a ball with dough in their hands. The childminder then encourages children to make a long piece of dough by moving their hands up and down. Children behave well and understand routines. They know to help tidy away activities after they have finished playing with them. Children understand how to take turns and play cooperatively.

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need to do better?

n Children enjoy going on outings with the childminder. Following a recent trip to the farm, the children show a keen interest in animals. The childminder adapts her curriculum, helping children to develop their mathematical skills while they sort toy animals into different categories, such as sheep and cows. She talks to children about how pigs have trotters and about the differences and similarities between the animals. n The childminder attends training to help enhance her understanding around child development. She has recently completed her level 3 qualification and has used her new-found knowledge to improve practice to benefit children. She now plans her curriculum more precisely around children's individual needs, ensuring that they continue to make strong progress from their starting points. n Children enjoy a range of stories and songs while with the childminder. They learn about animals in the zoo and enjoy listening to traditional tales, such as

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need to do better?

'Goldilocks and the Three Bears'. However, at times, the childminder does not help children to recall and consolidate their knowledge during activities to further build on their existing skills and understanding. n The childminder has formed good relationships with parents. She gathers relevant information from them about their children to help with the settling-in process. The childminder keeps parents updated about their child's progress and encourages learning at home. Parents comment how the childminder provides a

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need to do better?

1 November 2023 'home-from-home' setting and how she makes learning enjoyable for children. n Children enjoy imaginative activities, such as pretending to cook at the toy kitchen. The childminder skilfully introduces new words while they play, to encourage children's language development. For example, the childminder uses words such as 'sizzle' when children pretend to fry plastic sausages and 'simmer' as children pretend to boil toy potatoes. n The childminder helps children to manage their own personal needs. She encourages children to dispose of used tissues in the bin and supports them with the routine of washing their hands. Children try hard to do these things for themselves. However, occasionally, the childminder does not enable children to be as independent as possible. For instance, she opens all children's lunch packaging and peels their oranges at mealtimes when children can manage these tasks themselves.

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need to do better?

n Children enjoy learning and feel proud of their achievements. They learn how to draw different shapes with the childminder's support and use mathematical language, such as when counting. When playing with dough, children use words such as 'half' to show their understanding. n Children enjoy using a range of technology toys. They pretend to be in an office, playing with toy keyboards and mobile phones. The childminder joins in with their game, encouraging the children to engage in role play conversations to help build their confidence.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection. She is alert to any changes in children's behaviour or signs that may indicate their welfare is at risk. The childminder ensures that she keeps her safeguarding knowledge up to date, including changes to legislation. She shares relevant information with parents, such as how to keep children safe when online to help protect their privacy. The childminder teaches children how their body belongs to them and uses activities from the NSPCC to ensure that they understand who to speak to if they feel worried.

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should:

n help children to recall prior knowledge to build on their existing skills and support their understanding even more n maximise opportunities for children to practise and develop their independence skills further.

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Setting details

Unique reference number EY495853 Local authority Torbay Inspection number 10308552 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 3 Date of previous inspection 21 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Torquay, Devon. She operates from Monday to Thursday, 7.30am to 4pm. During school holidays, the childminder operates from Monday to Friday, 7.30am to 6pm. The childminder holds a childcare qualification at level 3.

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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 setting. n The childminder spoke to the inspector about how she organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation of a creative activity with the childminder. n Parents shared their views of the setting with the inspector via written statements. n The childminder provided the inspector with a sample of key documentation on request.

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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

1 November 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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