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 flourish in this welcoming environment. The childminder has formed strong bonds with children she cares for. Children eagerly explore activities that have been carefully planned to support interests they have shown. The childminder knows the children very well and they are settled, happy and safe in her care. She is caring and has a calm and gentle manner in her interactions. She supports children to have positive attitudes to learning. Children respond eagerly to the childminder during play and are keen to show her what they are doing. For example, when using play tools to 'fix' the fence, children are keen for the childminder to watch their hard work and are excited when she praises their efforts.

p.2

The provision is good

The childminder has high expectations of the children and is passionate about helping them to develop skills to support future learning. She prepares them well for this by having a clear vision of what she wants children to learn. She provides a curriculum that is ambitious for all children, and all children are making progress. The childminder prioritises supporting children's developing independence and effective communication and language skills. Children have many opportunities to take part in many varied outdoor learning activities which successfully support their growing curiosity, their physical development, and their understanding of the world. Children play well with each other, sharing resources and taking turns.

p.2

need to do better?

n The childminder supports children's communication and language development well. Children develop a love of reading through sharing stories. They listen well to stories and share their ideas when exploring new words. For example, when sharing a story about a mummy pig, children offer their thoughts on the meaning of the word 'wise'. Younger children learn simple signing to communicate. They eagerly sign 'more please' when they have finished their snack. They also sign when they would like a drink. Children have their needs met swiftly. n Parents speak positively about the care their children receive. The childminder shares daily feedback on their children's care and the learning activities they enjoy. Parents appreciate the guidance they receive from the childminder on aspects of care, such as sleep routines. n The childminder is reflective about her practice. She takes part in courses to enhance children's learning experiences, such as a course to further develop her

p.2

need to do better?

knowledge of supporting children with special educational needs and/or disabilities. The childminder works with other providers to ensure that children can settle quickly at the settings that they move on to. n The childminder works closely with parents to gain a full understanding of

p.2

need to do better?

5 March 2024 children's starting points and their daily care routines. She knows how to track children's developmental progress effectively. The childminder develops an excellent knowledge of every child and adapts her provision to support emerging needs. However, she does not always share progress concerns with parents swiftly enough so that early help can be explored without delay. n Children develop early mathematical skills. For example, the childminder encourages children to learn about measure as they create flower vases using stickers. As the children throw balls, they also count in sequence with the childminder. n Children are eager to engage in challenging activities. When children need support, the childminder helps and then allows time for children to practise new learning. For example, older children are keen to use a variety of paper stampers. The childminder shows how to use the tool and children try

p.2

need to do better?

repeatedly until they succeed. However, at times, the childminder does not always consider the organisation of activities to reduce the length of time younger children wait. n The childminder encourages children to share their ideas and make choices. For example, she speaks with children about outside play toys and children choose. When playing outside, children find a snail. The children ask about the shell and the childminder explains it is his home, like a house or caravan on his back. She then asks what children think the snail needs. Children excitedly say, 'Put him here. He will be safe and can eat leaves.' n The childminder is supporting children's resilience; her guidance supports children to succeed with learning. For example, as children throw balls outside, the childminder shows them how to do this and extends their learning by discussing distances from the bucket. Children beam with pride at their success

p.3

need to do better?

as their balls land on target in the bucket.

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 regularly share children's progress concerns with parents so that early help can be explored without delay n review the organisation of activities to further engage younger children in more purposeful learning.

p.3

Setting details

Unique reference number EY499832 Local authority Devon Inspection number 10311831 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 4 Date of previous inspection 11 April 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Kingsbridge, Devon. She offers care Tuesday to Thursday, from 8.30am to 5.30pm, all year round.

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 showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

5 March 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6