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

p.1

The provision is good

Children enjoy their time with the childminder, who is calm and friendly. They have formed positive relationships with and enjoy the company of the childminder. The childminder knows children well and obtains information from parents to help settle them quickly.

p.2

The provision is good

The childminder supports children's interests as part of her curriculum, such as when children decide to wrap up items in Christmas paper. They concentrate well and use their hand-to-eye coordination to manipulate the paper and join it together with tape. Children ask to make 'tags' for their 'presents', and the childminder supports them with this. Children confidently write their own name and ask the childminder for help with the names of their peers. They form some letters correctly, developing good early writing skills. Children talk about how some of the letters are like the ones in their name.

p.2

The provision is good

Children behave well and play cooperatively. They talk fondly of the older children who are at school and how they will see them later in the day. Children are highly independent. They manage their personal needs well and know to place their belongings in the designated area.

p.2

need to do better?

n Children benefit from daily exercise while at the childminder's setting. They visit a variety of places, such as nature reserves, where children enjoy collecting natural materials. The childminder talks to them about different types of leaves and flowers, including oak, horse chestnut, cyclamen and snowdrops. Children learn to identify these confidently, supporting their understanding of the natural world. n The childminder talks to children about how to keep safe. She encourages them to slow down and to think about potential risks, such as how they may slip and fall if they move too quickly over balancing equipment. The childminder recognises when a child might be at risk of harm and who to contact if necessary. n The childminder has a good understanding of what children need to learn next. She enables children to decide the curriculum and play with resources that are of interest to them. However, the childminder does not specifically plan and

p.2

need to do better?

implement the curriculum around children's existing skills to help them make even more progress. n Children develop good imaginations. They use a wooden arch as a pretend bridge and place blankets underneath to create a 'river'. Children laugh as they climb over the bridge and try hard not to fall in the 'water'. They use foam cushions as 'stepping stones' and use these to balance.

p.2

need to do better?

10 January 2024 n The childminder encourages children to take an interest in wildlife. They sign up to an annual garden birdwatch scheme and count how many different species they see in the childminder's garden. Children talk about the wood pigeon they spot and try to find it on the bird identification chart. They name other birds too, such as robin, thrush, wren and blackbird. The childminder teaches them about the difference in colours between the male and female birds. She talks to children about how small the wren is and how they move quickly to hide. n The childminder has good links with the local primary school. Children become familiar with the outdoor school environment when they collect older children with the childminder. This helps them to become aware of their future surroundings. However, the childminder does not liaise with other early years settings children attend to provide a consistent approach to their learning and

p.2

need to do better?

development. n Children develop good mathematical skills. They count in sequence and begin to recognise numerals, such as on the childminder's Christmas Advent calendar. The childminder helps children to count and learn numbers up to 10 and beyond, using wooden props to help. n Parents comment on how the childminder has a warm nature and provides a safe environment for children. They state how she is always reliable and professional. The childminder communicates well with parents, informing them of the activities children engage in and of the good progress they make. n Children enjoy creative activities. They cut up Christmas cards using scissors, helping to develop their finger strength. Children decide which pictures they will use to create a large collage. The childminder places their artwork on the wall. Children feel proud of their achievements.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n plan and implement the curriculum further in order to build on children's current knowledge and skills, to help them make even more progress n liaise more closely with other settings children attend to provide a consistent approach to their learning and development.

p.3

Setting details

Unique reference number EY233869 Local authority Devon Inspection number 10312177 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 12 Number of children on roll 8 Date of previous inspection 23 April 2018

p.4

Information about this early years setting

The childminder registered in 2002 and is located in Ivybridge, Devon. She offers care Monday to Thursday, from 7.30am to 5.30pm, term time only. The childminder holds early years teacher status.

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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector during the inspection. 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 and the inspector carried out a joint observation of a mathematical activity. n Parents shared their views of the childminder via written statements. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 January 2024 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

10 January 2024 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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