Childminder EY483495

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

p.1

The provision is good

Children enjoy their time with the childminder and settle quickly. The childminder welcomes children and shows such joy as they arrive. Children clearly feel valued and secure. They eagerly chat with the childminder about their weekends as they enjoy playing with activities of their choice. The childminder knows children's interests well and uses this knowledge to set up activities that engage and enthuse children. For example, children explore the textures of shaving foam and ice cubes. The childminder speaks with children about how they feel. Children shriek in delight as they clap their hands together and the shaving foam floats through the air.

p.2

The provision is good

Children have strong bonds with the childminder and are keen to share achievements with her. She praises even the smallest of achievements that children make. This encourages them to have a go and keep trying. Children show pride in their efforts. For example, as they explore musical instruments, they beam as they practise and repeat rhythms the childminder models.

p.2

The provision is good

The childminder has a clear intent for her curriculum, and children enjoy curriculum experiences that promote their confidence, social skills and independence. Children benefit from daily outings. The childminder recognises that children in her care thrive when out in nature. Each week they visit local beaches, parks and woodlands.

p.2

need to do better?

n The well-planned curriculum meets individual children's needs. The childminder assesses children's progress regularly and identifies what children need to learn next. The childminder shares next steps in learning regularly with parents and other settings children attend. This supports consistency in their care and learning. n The childminder supports children to learn how to manage their own behaviour. The childminder is kind and is a good role model. She teaches children to share. As children take turns using scooters and the slide, the childminder remarks 'You are so lucky to have such caring friends to play with' and children declare 'Yes, we are kind, kind, kind.' n The childminder supports children's confidence and independence to flourish. For example, children develop social skills as they all sit together for snack. The childminder chats with children as they eat. Children pass each other their drink

p.2

need to do better?

bottles and chat about different fruits they have. However, the childminder does not consistently promote self-care skills, such as washing hands after blowing noses or before eating. n The childminder supports children to develop a healthy habit of daily movement. Children experiment as they move their bodies and learn how to control their

p.2

need to do better?

22 September 2025 movements. The childminder models jumping and hopping and children enthusiastically add these moves to their dances. n The childminder has developed effective partnerships with parents. She regularly gathers information from parents about children's interests, achievements at home and areas of development to target. Parents speak of how they value the guidance and support they receive from the childminder on developing strategies to promote sleep or healthy eating habits. They talk about how the childminder is dedicated and passionate, and how much their children enjoy learning with her. n The childminder recognises the importance of keeping her skills and knowledge up to date. She has recently taken part in training on brain development and how best to support children's learning at different ages and stages. The childminder is reflective. If learning activities do not promote learning as

p.2

need to do better?

planned, she adapts future activities to support progress and maximise children's engagement levels. n The childminder knows children in her care. She supports their next steps in learning during play. The childminder models being curious and inquisitive. For example, she asks herself 'I wonder questions' as she considers what might happen when different coloured ice cubes melt. However, the childminder does not always question children of different ages and stages about their thoughts, ideas and predictions to deepen their thinking and extend their knowledge and understanding. n The childminder supports children well to develop communication and language skills. She models the meaning of words with children as they enjoy playing. For example, when learning stretches to promote calmness and happiness, the childminder asks children to reach up high, curl up in a small ball, stretch up high and make their bodies tall. She emphasises the words as she slowly models

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 provide targeted questioning to promote deeper thinking, knowledge and understanding of children of different ages and stages n promote hygiene procedures consistently to support children with their developing knowledge of self-care so they develop daily healthy habits.

p.3

Setting details

Unique reference number EY483495 Local authority Devon Inspection number 10408316 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 6 Number of children on roll 11 Date of previous inspection 30 January 2020

p.4

Information about this early years setting

The childminder registered in 2014. She lives in Kingsbridge, Devon. Sessions run between 7.30am to 6pm, Monday to Thursday.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 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 setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

22 September 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.

p.4

Inspection activities

22 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6