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 Not applicable

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The provision is good

This caring childminder builds relationships and strong bonds with children. She gathers information about children from parents before they start with her. She uses this information to settle children by following their routines and knowing how they like to be soothed if they become upset. She sits with children, providing them with praise, attention and comfort such as cuddles. Children are happy and thrive in this nurturing environment.

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The provision is good

The childminder puts an ambitious curriculum in place for children. She focuses on key skills for children's future learning, such as confidence, social skills and physical development. She observes and assesses children regularly to identify relevant next steps in their learning. The childminder uses these to create individual learning opportunities for children, through planned activities and by adapting activities while children play. She extends and challenges children based on her knowledge of what they need. Children are motivated learners. They persevere and rise to the challenges and extended learning the childminder offers. For instance, children enjoy trying to throw balls in pots and continue to try until they manage to do it. They enjoy the praise given to them by the childminder and try again, benefitting from the development of their coordination and resilience.

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need to do better?

n The childminder supports children's speech development effectively. She teaches children simple songs and nursery rhymes. She narrates children's play to model words and how to use words to communicate and build sentences in speech. Children copy her words and use them in their play. For instance, children spot birds in the sky and try to say pigeon, a new word they have learned. n Children build a love of books and reading. They take books to the childminder to read to them and sit attentively as she reads. The childminder skilfully involves children by asking questions and allowing children to turn pages. She deepens children's knowledge by referring to what children already know and introduces new concepts and vocabulary. For example, she reminds children of the insects they have seen on a visit to the park and supports them to locate them in books. n The childminder supports children's understanding of expected behaviours and

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need to do better?

respecting others. She gives gentle reminders and prompts to children. For instance, she reminds children to not take the toys other children are playing with. However, the childminder does not always extend children's understanding by explaining the possible consequences of their actions. As a result, they are not always able to make these choices for themselves. n Children build habits that support their health. They enjoy a range of well- planned, nutritious foods that the childminder provides at snack and lunchtimes.

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need to do better?

28 May 2025 They learn what foods are good for us and which are 'treats'. Children choose to play outside in the fresh air. They learn what it means to lead a healthy lifestyle. n The childminder supports children to become confident and develop independence. For instance, children learn to sit themselves at the table ready for snack and lunch. However, she does not fully extend their ability to build self- care skills. For example, she sometimes washes younger children's hands for them and wipes their faces. Children are not as independent during these activities as they are at other times. n The childminder is committed to developing her professional knowledge. She regularly refreshes her mandatory training to keep her skills updated. She observes the children to assess the effectiveness of her provision and seeks training to improve her interactions. She works with co-childminders and local childminders to identify any gaps in her knowledge. For instance, she discusses

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need to do better?

and clarifies her understanding of changes to important documents, such as the 'Statutory framework for the early years foundation stage'. n The childminder understands the importance of working closely with parents. She shares information about children's progress at daily drop offs and pick ups. Children benefit from this partnership approach. For instance, she provides photo books of the setting for children with special educational needs and/or disabilities who may need more support in settling with her. Parents and children look at these at home. Children become familiar with the childminder and the setting and are more confident to leave their parents each day.

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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 explain the consequences of children's actions so they understand why they need to do or not do something and can consistently make good choices for themselves n further extend children's ability to do things for themselves, such as washing their own hands and wiping faces, to build on their developing skills of independence and self-care.

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Setting details

Unique reference number 2686166 Local authority Devon Inspection number 10354327 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and works with her daughter, who is her co- childminder, from her daughter's home. The setting is known as 'Tiny Humans'. The childminder works various days when required, all year round. The childminder holds a relevant level 3 qualification.

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Inspection activities

n The childminder took the inspector on a learning walk across all areas of the premises to explain how the early years provision and curriculum are organised. n The inspector observed the quality of interactions during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all persons living and working on the premises. n The childminder and the inspector discussed the childminder's intentions for children's learning. n The inspector talked with children during the inspection.

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Inspection activities

28 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

28 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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