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 with this caring childminder. The childminder finds out what children like to do so she can follow their interests as soon as they start with her. Children settle quickly and form positive attachments with the childminder. They look to her for comfort and reassurance and she responds to their needs. For instance, the childminder comforts children when they hurt themselves. Children quickly recover and continue their play.

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The provision is good

The childminder has put in place a curriculum that teaches children how to be independent and play well with others. Children share toys and take turns. They show a high level of respect and care for each other. For example, they notice cards that other children need to complete their bingo board and share these with them. They say 'please' and 'thank you' and wait and listen when people are talking. The childminder teaches children how to follow instructions and the behaviour expectations. Children respond positively to gentle reminders and behave well. Children are happy and confident to play and learn. The childminder encourages children to learn to do things independently offering support and encouragement. For instance, she prompts children with guidance on how to put on their own shoes and praises them for their efforts.

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need to do better?

n The childminder observes children and plans for their next steps in learning and development. Children make progress. However, her assessment and planning is not as precise as it could be. The childminder completes all mandatory training as required. However, she does not keep up to date with recent developments in early years education, such as to further enhance the focus on how children learn and feed this into her planning and practice. n The childminder places a strong focus on building children's communication and language skills. She models language effectively and gives children time to listen and respond to questions. Children learn new words and use these in their play. For example, children feed their 'babies' 'watermelon' a new word that they have learnt while reading with the childminder. n The childminder provides daily opportunities for physical development. Children build their co-ordination and rhythm through dance and music sessions. They

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need to do better?

develop their balance and strength skills while running, cycling and jumping off low objects in the garden. However, children are not always encouraged to take risks to further develop their physical skills. n The childminder promotes children's health. She offers daily access to the outdoors and children show a keenness to play in the fresh air no matter what the weather. Children learn to wash their hands before eating and after going to the toilet. They know that it keeps them 'clean'.

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need to do better?

16 July 2024 n The childminder understands the importance of sharing information with parents. She ensures that there is constant communication through daily discussions. She uses these to provide continuity of care for children. For example, she uses information about how children have slept the previous night to plan her day and provide opportunities for quiet time that children may need. n The childminder supports children to learn about similarities and differences between themselves and others. For example, children compare fruits they like and dislike and show a keenness to find out about the preferences of their friends. They are confident to share their thoughts but respectful of the ideas of others. They are well prepared to respect the diversity of life in modern Britain. n The childminder widens the experiences of children to support progress. She looks at what they already know and tries to introduce new opportunities that

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need to do better?

extend their understanding. For instance, she encourages children to try new activities and play with toys that they do not currently interact with. n Children love to count and show a good concept of number. They use numbers accurately in their play. For instance, they jump down steps saying,'1,2,3' and count the different animals in pictures. The childminder models counting pointing at items as she counts and children copy. She focuses on making sure that children hear and see numbers regularly to help children gain the skills that will prepare them for starting school.

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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 keep early years knowledge up to date to plan even more precisely for children and further support their progress n support children who enjoy exploring physical play to be able to take risks to provide greater challenge, engagement and skill development.

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Setting details

Unique reference number 104397 Local authority Devon Inspection number 10346907 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 9 Date of previous inspection 21 August 2018

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Information about this early years setting

The childminder registered in 1989 and lives in Ashburton, Devon. She operates from 7am to 6pm, Monday to Friday, all year round. The childminder receives funding for free early education for two-, three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the provision. n The childminder showed the inspector the premises and discussed how they ensure it is 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 EYFS curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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. 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.

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Inspection activities

16 July 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

16 July 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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