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 Inadequate

p.1

The provision is good

The curriculum is well designed and has a strong focus on supporting children to have good communication and language skills. Children love sharing a dinosaur story. They respond well to instructions, such as moving in different ways, and learn the new words. Children confidently talk about the pictures.

p.2

The provision is good

Children confidently lead their own play, making choices about their learning. When children decide to explore the soft-play area, they move well and learn to take safe risks as they slide and jump. They take turns and know to wait before sliding to avoid bumps. When the safety mat moves, children know to put it back, learning how to keep themselves and their friends safe.

p.2

The provision is good

Children of all ages gain good independent skills. Younger children really enjoy the responsibility of handing out the drinks at snack time. Older children demonstrate good coordination as they serve the crackers with tongs, concentrating hard. When they struggle, they receive clear guidance and instruction to help them succeed, which builds high levels of self-esteem.

p.2

The provision is good

Children love their imaginative play. They make connections with their own experiences, such as creating a role-play shop. Children confidently develop their ideas and explain how they are buying ingredients to make a soup. They learn the names of tools, such as a 'whisk'. The childminder interacts well to demonstrate to younger children how to use the whisk to stir. Young children hear these new words and copy the movements. They make their wishes known, when they no longer need the childminder's help, and push her hand away.

p.2

need to do better?

n The childminder knows the children well. She gathers a wealth of information from parents when children start at the setting so that she is aware of their interests and developmental starting points. She uses her professional discussions and training effectively to plan a curriculum that builds on children's knowledge, their motivations and what they need to learn next. n There are good opportunities for children to develop their mathematical ideas in daily routines and more-focused activities. Children participate enthusiastically in familiar number songs. They repeat counting different objects, such as speckled frogs and ducklings, with confidence and learn simple calculations. Older children exclaim, 'Two and two makes loads.' n During some group activities, the childminder does not always ensure all children are engaged or encourage them back into the activity so that they remain focused on their learning. In addition, daily routines, such as mealtimes, are not

p.2

need to do better?

as flexible as they could be and this leads to interruptions when children are

p.2

need to do better?

22 January 2025 engaged in their learning. n The childminder ensures there are consistent strategies to support children to self-regulate their behaviours. Children begin to learn the words to help them explain how they are feeling. They are encouraged to take turns and share the resources. Children show kindness. For example, when there are no current buns left at the end of the song, and someone exclaims that there are none left for them, a young child kindly offers her bun. n Children feel safe and secure with the childminder. She quickly cuddles and reassures children when they are unsure of new adults in the home. Once settled, children are keen to talk, for example explaining that they were four on their birthday and how they had two cakes. n The childminder works closely with parents to ensure she meets children's individual care needs successfully. For example, she adapts practice well to accommodate changes in children's diet and their toilet training. The childminder

p.2

need to do better?

keeps parents well informed about children's daily experiences and their progress. n The childminder has effective arrangements to ensure the suitability of any assistants she works with. She ensures that policies and procedures are understood and implemented efficiently so that children remain safe. The childminder models good practice and ensures children make good progress, overall. However, she does not always provide the support and coaching to challenge older children further and to help them to recall their previous learning.

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 review the organisation of group times and daily routines to ensure all children remain focused on their learning n extend coaching and training opportunities to challenge older children to recall and build on previous learning more consistently.

p.3

Setting details

Unique reference number EY492380 Local authority Devon Inspection number 10375043 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 17 Date of previous inspection 10 September 2024

p.4

Information about this early years setting

The childminder registered in 2015. She lives in Kingsteignton, in Devon. She offers care from 7am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder receives funding to provide free early education.

p.4

Inspection activities

n The childminder discussed the intent of her curriculum with the inspector. n The inspector read testimonials from parents and spoke to the children during the inspection, considering their views. n The inspector observed the childminder's and the assistant's interactions with children, discussed children's learning and how they support children. n The childminder and the inspector carried out a joint observation. n The inspector conducted professional discussions with the childminder and the assistant. n A sample of documentation was discussed and observed.

p.4

Inspection activities

22 January 2025 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.4

Inspection activities

22 January 2025 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