Childminder EY550964

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 settled. The childminder creates an environment where children can easily access activities. Children are particularly excited to investigate a range of musical instruments and the sounds they can create. Children respond positively to the childminder's kind and nurturing approach. She shows them how to play low and high notes on the keyboard and play the violin gently with the bow. The children clap and cheer as each of their friends make their own music.

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The provision is good

The childminder has a clear intent for her curriculum. She prioritises developing children's confidence and love of learning. The childminder knows children's characters well and has developed strong bonds with them. The childminder is clear about what she wants children to learn and why. Children experience learning opportunities that are rich and varied. The childminder takes them to music groups, playgroups and fellow childminders' houses. These outings support children to develop social skills and awareness of others as they enjoy playing with larger groups of children. Children enjoy visits to local farms, churches and play areas. These experiences develop children's understanding of their community.

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need to do better?

n Children have a positive attitude to learning. They show excitement as the childminder leads a song time. Children listen carefully to instructions and sing songs enthusiastically. They wave shakers to accompany the words and jump up and down with joy. Children show high levels of focus and engagement. n The childminder introduces new learning well. As children observe bees on a flower, the childminder introduces a new learning activity for children to enjoy as they celebrate 'bee week'. Children are fascinated to learn about beekeeping and making honey. They enjoy trying on a beekeeper suit and mesh mask. When they try on the long gloves they will wear when near bees, they exclaim, 'These are as long as all my body.' The childminder boosts children's confidence with the protective clothing, so children can focus on enjoying the learning experience when they visit hives. n The childminder regularly engages in professional development. She recently

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need to do better?

completed a course on how to effectively use storybooks to support learning. She now uses them more confidently in a variety of ways, for instance to introduce new words or talk about feelings. n The childminder models language well for children and explains the meaning of new words in stories, such as 'buckled at the knees' and 'bongos'. Children are quick to adopt new words and use them in their play. When one child plays a drum, another says, 'It's a bongo.' n Care practices are embedded. Children share when they are hungry, and the childminder meets their needs swiftly. Routines are adapted as needed. For

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need to do better?

2 July 2025 example, a second snack time is provided, as children did not eat much at their first snack. Once refuelled, children are re-energised and ready for more play. n The childminder supports children's physical development well. Children enjoy playing with balls and rolling them to each other. The childminder supports children to develop their accuracy as she models rolling the ball gently while looking at where she wants it to travel. Children beam with pride when they copy her example and succeed. Children have limited opportunities to engage in activities of their choosing for a sustained period and develop their concentration skills. The childminder interrupts children highly engaged in play to lead planned activities. n Partnerships with parents are good. The childminder works closely with parents and other professionals to ensure children's progress is supported. Parents appreciate guidance the childminder provides on aspects of care, such as

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need to do better?

promoting positive behaviours at home and supporting effective communication and language. n The childminder promotes a love of reading. Children benefit from looking at books and listening to stories regularly. The childminder reads with such animation that children are captivated. She asks questions that encourage the children to share their thoughts and ideas, and she supports quieter children to participate. The childminder does not, however, provide quieter children with a range of strategies to communicate their thoughts, knowledge and understanding.

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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 extend opportunities for children to engage in activities of their choosing for a sustained period to develop their own ideas and their concentration skills n develop a range of strategies so all children have a way of confidently communicating what they know, understand, need and want.

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Setting details

Unique reference number EY550964 Local authority Devon Inspection number 10399083 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 5 Number of children on roll 13 Date of previous inspection 19 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Loddiswell, near Kingsbridge, Devon. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government-funded early education places.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. 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. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 July 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

2 July 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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