Arthur, Charlotte Emma

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 thrive in this welcoming and nurturing setting. The childminder provides a calm, caring environment, where children feel safe, valued and eager to learn. She builds warm, trusting relationships with each child and knows their personalities, needs and interests well. This helps children settle quickly and feel confident to explore.

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The provision is good

The childminder delivers a well-thought-out curriculum that supports children's overall development. She prioritises early communication, language and literacy, helping children learn new words, enjoy stories and recognise letters. Children take pride in writing their names and confidently ask and answer questions. The curriculum also supports children's independence. They learn to manage self-care routines, such as washing hands and putting on shoes, and enjoy practical learning, like pouring drinks or chopping fruit.

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The provision is good

Children show positive attitudes to learning. They share, take turns and are kind to each other. The childminder sets clear expectations and models respectful behaviour. As a result, children behave well and feel secure in their routines.

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The provision is good

The home-from-home environment and individualised curriculum create strong foundations for children's learning. Children leave the setting confident, capable and ready for the next stage of their education.

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need to do better?

n The childminder plans a responsive environment that supports children's emotional and social development. For example, through role-play and story time, children engage with the curriculum, learning to express their emotions, build relationships and develop their social skills. These activities help children feel secure and confident in their interactions. n The childminder tailors activities to the children's individual interests and developmental needs, following the curriculum to promote early literacy and numeracy. For instance, using animal-themed books, toys and games, the childminder enhances children's understanding of concepts while keeping them engaged. This approach supports children's learning progression and lays a solid foundation for their future education. n Communication and language development are embedded in everyday routines. During snack time and story sessions, the childminder encourages conversations,

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need to do better?

helping children build vocabulary and listening skills. This promotes their confidence as communicators and strengthens their language abilities. n The childminder promotes children's independence by involving them in daily routines, such as choosing resources, tidying up and serving themselves at

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need to do better?

29 April 2025 snack time. This approach builds self-esteem, enhances fine motor skills, and supports children's overall development, empowering them to take ownership of their learning. n Children engage in a variety of physical activities, from climbing and running to arts and crafts. These activities help children develop gross and fine motor skills, ensuring they meet their physical development goals. The childminder provides a balance of opportunities to promote their physical health and confidence. n The childminder observes children's progress regularly, ensuring activities align with developmental milestones. However, there is potential for assessments to provide more in-depth insights into children's learning, helping to identify areas where additional support might be beneficial to further support their development. n Communication with parents is strong, but there is an opportunity to enhance

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need to do better?

collaboration with other settings that children attend as well as professionals. This supports a more holistic approach to children's development and provides additional support for children, particularly those with additional needs. n The childminder applies her training to improve her practice, particularly in supporting children's communication and behaviour. She uses clear and effective language to guide children's interactions and manage behaviour, drawing on strategies from her professional development. This reflects her ability to actively engage with her training, continually improving the quality of care and support she provides.

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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 offer proactive support for children with additional needs, including early collaboration with other settings and professionals n review and enhance the accuracy of assessments to better reflect children's current stage of development and identify any gaps.

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Setting details

Unique reference number 104434 Local authority Devon Inspection number 10394430 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 17 Date of previous inspection 4 September 2019

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Information about this early years setting

The childminder registered in 1999 and lives in Okehampton, Devon. Care is available Monday to Friday, all year round, except for the childminder's holidays. The childminder provides care for children before and after school, in addition to children aged from birth to five years. The childminder is in receipt of government funded places for children aged two, three and four years.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The manager and the inspector carried out a joint observation during messy play. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector through written feedback.

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Inspection activities

29 April 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

29 April 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

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