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

The childminder offers children a welcoming and loving environment. She is attentive and caring. For instance, she holds out her arms when new babies look unsure about joining a group activity. Babies respond to this nurturing action by going to her, sitting on her lap and joining in. They soon build the security and confidence to leave her and play with other children without her support.

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The provision is good

The childminder has high expectations for all children. She plans a curriculum based on children's next steps and interests. The childminder aims for children to build confidence, social skills and independence. She models respect and kindness. For instance, she politely asks children for help and says 'please' and 'thank you'. Children copy these behaviours and display high levels of thoughtfulness. For example, they offer drinks to younger children who sit in high chairs at lunchtime, noticing that they can not access these themselves. The childminder reinforces the positive behaviour by praising children for their kindness. Children are highly independent and build key self-care skills. For example, the childminder teaches children how to wash their own hands. Older babies and toddlers show they know the routines as they sing 'sleeves up' and do this for themselves as they approach the sink.

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need to do better?

n The childminder conducts regular observations and create relevant next steps to support children's progress. She quickly identify gaps in children's learning and development and put interventions in place. However, the childminder does not always seek professional support immediately to ensure the interventions are as robust and relevant as possible. Although children progress, for some children, this is slower than others as specialist support is not put in place quickly enough. n Children join in daily story and song times that builds their knowledge of how to pronounce words and provides opportunities for them to practise their speech. Children extend their vocabulary through books. The childminder reads to children and explains unknown words. For example, they look at different vehicles and she explains how each one travels. Children are confident communicators. They contribute their own ideas at group times of what song to

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need to do better?

sing next and stories they want to read. n The childminder develops children's early mathematical knowledge. She recaps on what children have learned about 'size' from reading 'Goldilocks and the Three Bears'. Children enjoy spooning oats into bowls and pans. They compare the sizes of the spoons and dishes, saying which is the largest and smallest and comparing them to the sizes of the bears in the story. Children confidently count the number of scoops and and say whether spoons are bigger or smaller than their friends

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need to do better?

7 March 2025 n The childminder conducts regular observations of her staff's interactions with children and reflects on her own practice. They work together to select training that would benefit the children who attend. They share what they have learned at training sessions and discuss how they can both apply this to support children's progress. For instance, the childminder models effective communication to help children develop their speech and language skills. n The childminder shares regular updates with parents. For example, she provides termly reports of children's progress and next steps and provides ideas for how parents can help their child at home. Children benefit from this sharing of information. However, the communication with other settings children attend is not as consistent or effective. For instance, the childminder does not consistently find out about children's progress from other early years providers to provide a

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need to do better?

two-way flow of information to benefit children's development. n The childminder supports children's health. She talks to children about particular foods that keep them healthy and children learn how to brush their teeth and why this is important. Children demonstrate this knowledge. For example, they show the childminder fruit they have at lunchtime and know this makes them 'strong'. They play with dolls putting toothpaste on brushes and pretend to brush the toys teeth.

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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 seek swifter advice and support from external professionals when gaps in learning and development are identified to further support children's progress n enhance communication with other settings children attend to provide a two-way flow of information to benefit children's development.

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Setting details

Unique reference number EY543649 Local authority Devon Inspection number 10372490 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 12 Date of previous inspection 23 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Petrockstowe, near Okehampton in Devon. The childminder operates on Mondays and Tuesdays, 7.30am to 6.30pm and Fridays from 7.30am to 5pm, all year round. She holds a relevant level 3 qualification. She employs two assistants one of whom holds an early years qualification at level 3 and one at level 2.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision including the aims and rationale for their early years 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. n The childminder and the inspector carried out a joint observation of the assistant working with children.

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Inspection activities

7 March 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.

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Inspection activities

7 March 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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