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 feel safe and secure in the care of this experienced childminder. Babies cuddle into her for reassurance and she patiently waits for them to settle before starting a new activity. The childminder warmly welcomes new starters and their families. She works closely with parents to gain children's individual starting points. Children take part in a variety of experiences as part of a well-sequenced curriculum. The childminder regularly evaluates her provision to ensure that she meets the needs of all of the children in her care.

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The provision is good

The childminder provides an inviting home-from-home environment. Children excitedly explore the learning on offer. For example, they experiment with making different noises as they shake tambourines and delight as they take part in role- play activities linked to real life. They pretend to look after toy babies and push them prams. The childminder skilfully teaches children as they play. She develops children's mathematical skills well, such as counting as they stack blocks to make a tower.

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The provision is good

Children are confident to share their ideas and feelings. They talk about their favourite activities and demonstrate good relationships with each other. They happily share the childminder's attention, such as snuggling into her as she reads them a story. Children demonstrate positive attitudes to learning.

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need to do better?

n The curriculum is ambitious and builds on what children already know. The childminder confidently identifies and plans for next steps in children's learning across all areas of the early years foundation stage. She tracks their progress over time to ensure that children are ready for important transitions, such as starting school when they leave her care. n The childminder uses special events to provide a stimulus for learning. For example, children take part in activities linked to Valentine's Day and Chinese New Year. However, on occasion, the childminder does not pitch the activities at the correct level for children to make them meaningful and is not always clear on what she wants children, especially babies, to learn. n The childminder creates a language rich environment. She talks about what children are doing as they play and teaches them new words. She uses questioning well to extend their understanding. The childminder promotes a love

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need to do better?

of books through reading to the children regularly during the day. Children excitedly choose to look at books on their own. n Parent partnerships are strong. The childminder regularly shares information on children's development and next steps with parents. She discusses with parents when children might need additional support and puts in place appropriate

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need to do better?

14 February 2024 strategies to support them. She provides materials to help children continue their learning at home, including games and a range of good quality books. n Children demonstrate high levels of curiosity. Babies are fascinated by the games the childminder plays with them and squeal with delight as they learn a new skill. However, at times, children struggle with regulating their behaviour and can throw toys or play roughly with them. On these occasions, the childminder does not consistently intervene to support children and further develop their sense of right and wrong. n The childminder has well-established strategies in place to promote children's independence. She encourages children take part in their self-care, such as wiping their own noses and washing their hands. Children help to tidy up the toys and talk about why they need to do so. n Relationships between the childminder and babies are sensitive and caring. She

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need to do better?

takes children to local toddler groups to help them socialise in larger groups. The childminder supports to become active members of the community, including attending events at the local centre for elderly people. n The childminder takes part in regular courses to update her knowledge. She is reflective and considers areas for development within the service she provides. For instance, she recognised a need to further support children with their mental health after the COVID-19 pandemic and recently completed a level 2 course in the subject. She discusses how her training has positively impacted her interactions with children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n ensure adult-led activities have a clear focus and are appropriately pitched to the needs of the children involved, especially babies n implement effective strategies to support children to manage their own behaviour and develop a sense of right and wrong.

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Setting details

Unique reference number 104222 Local authority Devon Inspection number 10317402 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 6 Number of children on roll 25 Date of previous inspection 18 May 2018

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Information about this early years setting

The childminder registered in 1993. She lives in the village of Hemyock, Devon. She provides care Tuesday to Thursday, from 7.30am to 6pm, and before- and after- school care only on Monday. The childminder is open all year round except for family holidays. She receives funding to provide free early education for children aged three- and four-years-old. The childminder holds an early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to/communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

14 February 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

14 February 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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