Loukes, Jane Kathleen

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

Children are settled, happy, and confident with this warm and caring childminder. Children show excitement as they eagerly explore the learning opportunities the childminder, her co-childminders, and assistants thoughtfully provide. The childminder's curriculum places a priority on promoting children's independence and resilience, and teaching children how to respect the natural environment. Children plant and grow different fruits and vegetables, care for guinea pigs and chickens, and regularly visit the local stream where they learn how to catch fish.

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The provision is good

Children enjoy investigating the outdoor space which is carefully designed to encourage children's physical development and risk taking. For example, toddlers beam as they independently ride up and down on bikes and trikes, navigating space and experimenting with different speeds. Children understand and follow the routines and boundaries the childminder and her co-childminders have embedded. Children behave well and respond positively to the childminder and each other. They demonstrate care and respect and are beginning to make special friendships. For instance, younger children hold hands at the dinner table while they wait for their food.

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need to do better?

n The childminder knows the children she cares for very well. She regularly observes children to determine appropriate next steps in their learning. When the childminder identifies gaps in children's learning, she puts plans in place to support them. For instance, she uses a range of strategies and her natural calm manner to help younger children to manage their feelings and emotions and to begin to self-regulate. This helps all children make good progress in their learning. n Children benefit from the childminder's nurturing approach. She uses her voice in a reassuring way to help children feel safe and secure. Children form strong emotional bonds with the childminder and go to her for cuddles and reassurance. Babies demonstrate their positive attachments with the childminder. They confidently crawl around to explore and investigate the exciting toys and activities the childminder provides for them. They pull themselves up to cruise

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need to do better?

around the furniture, look back, smile at the childminder, and continue to explore. n Children are developing good communication and language skills. The childminder joins children's play and introduces new words to help extend their growing vocabulary. For example, as children mix and stir different seeds, oats, and water, the childminder names tools such as whisk and masher and teaches children how to use them. She describes the mixture as 'a bit like frog spawn' and reminds children about the tadpoles and frogs they have been learning

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need to do better?

11 June 2025 about. However, at times, during group activities, children become a little distracted and find it difficult to focus and listen to the language the childminder is using. This means during these focussed activities children's language and communication is not fully extended. n Parents speak highly of the childminder. They appreciate the regular communication they receive about the progress their children are making. They value the help and advice the childminder gives them to support their children's learning at home. Parents talk about how the childminder provides a 'mindful environment where children can thrive and grow.' n The childminder values each child's uniqueness. She takes time to listen to children and continually responds with positivity and praise to help children develop a 'can do' attitude. She encourages children to talk about their likes and dislikes, share their ideas, and supports them to make choices and decisions. At

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need to do better?

lunchtime for instance, the childminder initiates a conversation with the children about their favourite pizza toppings. This supports children to have a strong sense of self, and to recognise and celebrate each other's similarities and differences. However, mealtimes are not as calm as they could be, and some children find it a little difficult to join in with the conversations. The childminder and her co-childminders are aware of this and are continually reflecting on the organisation of this aspect of their provision. n The childminder is highly qualified and experienced. Alongside her co- childminders she regularly undertakes opportunities to build on her existing knowledge to benefit the children. She is passionate about giving children the best start in life and ensuring she provides high quality education and care. For example, she has recently been doing some reading and research on how to use

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need to do better?

a nurturing approach to help children who find it difficult to manage their emotions and behaviour.

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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 help children to develop their listening and concentration skills during group times to fully extend their language and communication skills n continue to reflect on and improve the organisation of mealtime routines to consistently maintain a calm environment for children.

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Setting details

Unique reference number 2705367 Local authority Devon Inspection number 10394566 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She is registered to work form the address of another childminder in Uplyme, Dorset, with three co-childminders and two assistants. Together they provide care Monday to Friday, 8am to 5.30pm. The childminder has early years teacher status. All co-childminders hold an appropriate early years qualification at level six. Both assistants hold a level three qualification. The childminder offers government funded places.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants children to learn. n The childminder talked to the inspector throughout the inspection and discussed how the curriculum is planned and implemented and how children's progress is monitored. n The inspector spoke to parents and took their views into account. n The inspector carried out a joint observation of a language and communication activity with the childminder's co-childminder. n Children spoke to the inspector. n The inspector looked at a range of documentation relating to how the childminder assesses and monitors children's learning.

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Inspection activities

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

11 June 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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