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 are happy and settled in the calm environment created by the childminder. They have secure relationships with the childminder. They are keen to include her in their play and routines. For example, they put a chair at the table so that the childminder can sit next to them at lunchtime. The childminder is a strong role model. She treats each child with kindness and consideration. Children mirror her care in their own behaviours. For example, older children ask younger ones, 'Shall I help you? Behaviour is very good. Children happily clear away toys when they have finished playing. They share resources without the need for reminders.

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The provision is good

The childminder works closely with parents and carers to learn about each child's interests and needs. She uses this knowledge to create an ambitious curriculum. This curriculum supports children to develop a wide range of skills in preparation for school. Children show increasing finger strength and coordination as they hammer golf tees into pumpkins. They develop early literacy skills through daily use of stories and books which the childminder carefully chooses to extend their learning. Children flourish as they independently explore and make good progress in their development.

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need to do better?

n The childminder has a secure understanding of how children learn. She skilfully uses a range of strategies to help children maximise their development. For example, she shows children how to hold scissors and then she helps them to test different ways they can do this for themselves. The childminder encourages children to remember things they have learned before. For example, children are able to recall the names of different shapes with support. n Overall, the childminder focuses well on supporting children's communication and language development. Children enjoy frequent back-and-forth conversations with the childminder. They show increasing confidence in expressing their own thoughts and ideas. The childminder speaks clearly so that children hear the correct pronunciation of words. However, occasionally, the childminder does not assess children's language development precisely enough. This means that she does not always focus her support on aspects that children

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need to do better?

find more challenging, such as pronouncing certain sounds to express themselves clearly. n Children develop good mathematical skills. For example, they confidently count the number of bricks they use when building. The childminder skilfully weaves mathematical learning into many activities. For example, she encourages children to recognise and name shapes. Children excitedly say that they have made a circle when they create a road track for their cars. They know that two triangles make a diamond.

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need to do better?

7 November 2023 n Children are confident, independent learners. With the childminder's support, they develop a 'can-do' attitude towards their learning. For example, they persevere and concentrate exceptionally well when learning to use scissors. They beam with pride at the childminder's praise and encouragement. Children are well prepared for the next steps in their learning. n The childminder helps children to follow good health and hygiene routines. For example, she teaches them to cough into their elbows and explains why. They remember and copy this throughout the morning. Children independently wash their hands before meals and know why. The childminder reminds children to drink regularly so they do not become thirsty. n Children enjoy regular trips where they learn about the wider world. They explore nature and collect items on walks with the childminder which they use as part of their craft work. They handle and observe animals and learn about their

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need to do better?

needs. The childminder extends learning to help children support the natural world. For example, children made bird feeders after learning that birds find it harder to find food in winter. n The childminder works well with parents to provide continuity for children's care. She keeps parents up to date with their children's progress through photos and daily discussions. She uses their feedback, alongside personal reflection, to help review her own practice. The childminder accesses regular training which she uses to continually improve her practice. This has led her to better support children's early literacy through planned and focused use of books to support topics.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She knows how to recognise the signs and symptoms that may show children are at risk from harm. She has secure procedures in place to refer any concerns she may have about children's welfare. She has clear processes to follow in the event of an allegation raised about herself. She follows good practices to keep children safe, for example using stairgates and keeping external doors locked. She helps children learn how to keep themselves safe. For example, they learn simple rules for safe use of the internet.

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should:

n sharpen support for language development to enable all children to increase their ability to express themselves clearly.

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Setting details

Unique reference number EY494776 Local authority Devon Inspection number 10305353 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 6 Number of children on roll 6 Date of previous inspection 19 February 2018

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Information about this early years setting

The childminder re-registered in 2015. She lives in Ilfracombe, Devon. The childminder operates flexible hours and days all week, throughout the year. She is in receipt of funding to provide early education for children aged two and three 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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

7 November 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

7 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

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