Brown, Abigail Kate Barton

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children thoroughly enjoy the freedom to roam in this rural and calm environment where the friendly childminder warmly welcomes all children. The childminder offers extended settle-in sessions to all children and their parents, enabling the family to feel completely comfortable and at ease. Children confidently explore and investigate the natural world and the nature that surrounds them.

p.2

The provision is good

The childminder plans her curriculum carefully to ensure that it is balanced to meet all areas of learning. Children learn how to use a metal fruit corer. They carefully place different fruit into the device and slowly turn the handle, developing their hand-eye coordination. Children watch carefully as the skin begins to peel off in a spiral shape and the middle of the fruit is extracted. When it is time to eat, children spontaneously lay out the tablecloth and work out how many plates they will need. Children count each other and the adults, correctly establishing they need eight plates. Children pass the fruit around to their peers, who politely accept.

p.2

The provision is good

Children play cooperatively, and the childminder helps children to recognise their own feelings and that of others. She gently talks to children, so they can understand and use words to describe their emotions. Children are kind and caring to one another. For instance, they work together to build a toy train track.

p.2

need to do better?

n The childminder has established an effective partnership with the onsite home education group where school-aged children attend. All children join up before lunch to take part in a yoga session. The childminder reads parts of a well- known story while encouraging children to pose in various positions that link to the characters. Children develop strong stomach muscles, balance and coordination. n Children enjoy participating in morning group time. Children strum real guitars and join in with the childminder singing songs about 'combine harvesters' and 'five little chickens'. Children learn to count backwards from five to zero. The childminder encourages children to represent numbers using their fingers. She also shows them different ways of making numbers, such as three fingers on one hand and two on the other to make five. n The childminder incorporates children's interests, such as 'Halloween', into the

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need to do better?

planning of the curriculum. For example, during an adult-led group activity, the childminder encourages children to make a 'witches' spell'. Children take turns to wear the witch hat and roll a dice. Children then count the dots on the dice and add that number of 'spooky' items into the bowl. The childminder supports younger children to count accurately. The childminder then reads the 'spell' and asks older children to identify the missing rhyming word to support literacy skills.

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need to do better?

23 October 2024 However, during children's independent free play, the childminder on occasion does not reinforce what children have learned to help them remember and build on their existing knowledge. n Children develop their finger muscle strength in preparation for early writing. The childminder plans breadmaking, where children can knead, prod, poke and manipulate the bread dough to help develop these skills. Children then enjoy eating what they have made at snack time. n The childminder encourages children to develop their thinking skills. After listening to a story, she asks children of a time when they were brave like the 'mouse' in the story. Children learn new vocabulary, such as 'perseverance' and 'courage'. n Parents speak highly of the childminder and of the educational curriculum. They comment how their child has made strong progress in social, communication and physical skills since starting. The childminder promotes home learning. Following

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need to do better?

on from a day at the beach where children explored rockpools, she encourages parents to try linked activities at home, such as sharing ocean related books. This helps to provide a consistent approach to children's development. n Children are independent in their self-care. They confidently take themselves to the bathroom and tip a cup of sawdust into the compost toilet afterwards. Children wash their hands and understand the importance of robust hygiene procedures that contribute to good health.

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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 help children to remember and recall what they have learned to build on what they already know and can do.

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Setting details

Unique reference number 2733052 Local authority Devon Inspection number 10365847 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 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She operates from a site in Sampford Spiney, Yelverton, Devon. The provision is known as Tiny Wilds. She operates term-time only, Tuesday to Thursday, from 9.30am to 3.30pm. The childminder is a qualified teacher, and she employs an assistant. The setting provides funded places.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 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 The inspector carried out a joint observation of a group activity 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.

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Inspection activities

23 October 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

23 October 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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