Lane, Carla

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 the friendly childminder. She provides children with reassurance and affection to help them feel settled. Children enjoy cuddling into her as she talks to them in a soothing voice. They feel comforted by her presence and soon quickly engage with the fun activities on offer.

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The provision is good

The childminder's curriculum is planned well. She knows what she wants children to learn and implements this effectively. For example, the childminder is keen to promote children's communication skills. She teaches children sign language and they confidently use this, such as signing 'please' when offered a banana. The childminder encourages children to identify toy farm animals including a 'cow' and a 'horse'. She role models the sounds animals make and waits for children to copy her. Children enjoy replicating the sounds to support their language development.

p.2

The provision is good

Children have a positive attitude to learning and behave exceptionally well. They have a clear understanding of routines and happily comply with the childminder such as when she offers them a snack, a nappy change or a nap. The childminder provides children with consistent praise. Children beam at their own achievements and give themselves a clap. Children have high levels of self-esteem.

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need to do better?

n The childminder has formed effective partnerships with parents. She obtains key information about children's starting points and identifies with parents any support that children may require. The childminder provides daily updates and photos to parents about what children have been learning and of their care routines. Parents speak highly of the childminder, commenting on her genuine care, warmth and professionalism. Additionally, they report on the progress their children make, such as their language and dexterity skills. n Children enjoy engaging in sensory experiences, such as playing with rice. The childminder talks to children about how it feels and how it sounds like rain when children pour it. The childminder provides one-handed tools such as scoops and spoons. She encourages children to pick up the rice and transfer it into the bucket to encourage their hand-eye coordination. Children manipulate the spoon

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need to do better?

well and enjoy watching the rice fall into the bucket. n Overall, the childminder works well with other professionals. When children move on to school, she provides Reception teachers with information about children's development. However, she does not routinely share information with other early years settings that children attend, to provide a consistent approach to their learning. n Care practices are effective. The childminder recognises when children are hungry, tired or feeling unwell. She is calm and patient, providing children with

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need to do better?

21 May 2025 reassurance when needed. The childminder stays with children until they are asleep and then checks them regularly to ensure their welfare. n The childminder ensures children benefit from plenty of fresh air in the outdoor environment. She frequently takes children to places within the community such as the park, beach or local farms. Children make connections between their learning. For instance, following a trip to the farm, children begin to identify different animals and point to the childminder's farmyard display. The childminder sings accompanying songs and children join in with the actions. Children then spontaneously take out the farmyard puzzle which plays the same song when the pieces are lifted out. Children effectively recall knowledge that has been previously learned. n Children begin to develop their mathematical skills well. The childminder counts in sequence as children learn how to stack plastic cups of different sizes. She

p.2

need to do better?

uses language to support their understanding of 'big' and 'little'. Children persevere as they work out that the cups need to be placed from the biggest to the smallest. They beam at their accomplishments and then giggle as they knock the cups down, ready to build again. n The childminder evaluates her practice well and attends training to update her knowledge. She shares ideas with other childminders in the area to benefit children. For example, she now makes play dough with the children, enabling them to weigh and measure the ingredients. Children enjoy learning about different textures and relish in taking some dough home to share with their family.

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 liaise effectively with other settings children attend to provide a consistent approach to their learning.

p.3

Setting details

Unique reference number EY546146 Local authority Torbay Inspection number 10398258 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 4 Number of children on roll 3 Date of previous inspection 10 October 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Torquay, Devon. She offers care on Tuesdays from 8am to 4.30pm, and on Wednesdays and Thursdays from 8am to 4.45pm, all year round.

p.4

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 foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector interacted with children during the inspection. n The inspector observed the interactions between the childminder and children. 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 childminder's setting with the inspector through written statements. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

21 May 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

21 May 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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