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

Children are happy and relaxed. They enjoy the time they spend with the childminder, her co-childminders and their assistants and form secure and trusting attachments with childminder and her caring team. The childminder provides a safe and comfortable environment for children to learn, develop and grow. Children confidently explore inside and outside. They share their play with the childminder and go to her for help and affection. The childminder provides children with constant praise and encouragement. This helps to build children's self-esteem and confidence. Children behave well and enjoy playing together. For example, they make pretend 'tiger food' with their friends in the mud kitchen. They share the resources and take it in turns to add ingredients and stir and mix.

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The provision is good

Children behave well and understand the childminder's routines and boundaries. They use pictures of the daily activities to help them understand what is happening throughout the day. This helps children to manage their expectations of what happens now and what comes next. They show enjoyment as they engage in the motivating learning opportunities the childminder provides for them. For instance, young children love making pretend cups of tea for each other. Older children enthusiastically listen to stories and choose books for adults to read to them in the garden.

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need to do better?

n Children benefit from the ambitious curriculum the childminder and her team plan and deliver. There is a strong focus on outdoor learning and teaching children how to safely explore their surroundings and learn how to value and respect nature. The childminder uses her carefully designed outdoor space to encourage children's natural curiosity. She uses positive language and continual praise to enable children to confidently take risks as they play. For example, young children love to walk bare foot through muddy puddles to experience and talk about the texture of the wet mud and how it feels on their feet. n The childminder and her co-childminders use their expert knowledge of how children learn to inspire and challenge the children and each other. They work effectively together as a team. They undertake training together and reflect daily on what children have learned and how they can improve their planning and

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need to do better?

teaching to fully support children's learning. They use effective assessment procedures to identify any gaps in children's learning and to plan activities to meet each child's next steps. This helps all children to make good progress from their starting points. n The childminder plans a broad range of adult-led activities. She balances this with opportunities for children to extend their own learning through following their own interests. Group activities are thoughtfully planned and skilfully

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need to do better?

11 June 2025 delivered. For example, older children have short sessions to learn about letters and sounds in preparation for school. However, at times children can lose focus and need more support to concentrate and listen to fully extend their language and communication skills during adult led sessions. n Parents are kept well informed about their child's progress and next steps. Parents comment that they are incredibly happy with the care and education the childminder and her co-childminders provide. They value the outdoor learning opportunities children experience. Parents say their children thrive due to the childminder's passion and commitment to treating each child as a unique individual. They say this gives children confidence ready for school. n Children become increasingly independent. The childminder places a priority on encouraging children to carry out a range of tasks for themselves, such as

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need to do better?

pouring their drinks, and washing up their plates at mealtimes. However, the childminder and her team are aware that the mealtime routines could be better organised to ensure the environment is calm for children to help them fully socialise. n The childminder maintains good links with the local pre-school and school that children attend. This promotes consistency in their care and learning and helps children make smooth transitions into school. She works well with other professionals to ensure children who need additional support receive the help they require in a timely manner to help them move forward with their learning. For instance, the childminder signposts parents to local groups led by speech and language therapists to support children's language and communication skills.

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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 EY488864 Local authority Devon Inspection number 10405171 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 18 Number of children on roll 35 Date of previous inspection 3 May 2023

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Information about this early years setting

The childminder registered in 2015 and lives in Uplyme, Dorset. She works 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. The childminder's assistants both 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 inspector talked to the childminder's team 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 childminder and the inspector carried out a joint observation of a language and communication activity with one of the co-childminders. n The inspector observed interactions between adults and children throughout the inspection.

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Inspection activities

11 June 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

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

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

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