Childminder EY550421

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 confident and settled within this homely and welcoming setting. Children know and understand the expectations of the setting, which support them to build positive relationships with adults and with their peers. Children demonstrate care and consideration for each other, for example, by helping each other on the outdoor equipment, eagerly searching for a friend's lost sock and attentively listening to each other during play. The provider's consistent approach, modelling and engaged curiosity about each child promotes children's sense of belonging and personal development.

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The provision is good

The provider has designed the curriculum to ensure that all children are prepared for the next phase of their education. The provider has high ambitions for each child, and they benefit from engaging experiences that are designed to support their individual progress. For example, the provider carefully plans a range of opportunities to develop children's fine motor skills. Children show tenacity and increasing skill as they peel and cut fruit, remove and replace the wands into bubble tubes and gently squeeze toothpaste onto their toothbrushes. The provider and assistant work well together to implement the curriculum in an exciting and meaningful way to support children's learning and development.

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need to do better?

n The provider promotes a flexible approach to settling children into the setting and takes the time to know and understand them, working closely with families to do this. The provider regularly shares information and updates with parents and carers about their children, which parents find valuable and supportive. This ensures that children are receiving consistent support for their learning and development. n The provider takes a proactive approach to working in partnership with other professionals and other settings that children attend. The provider values the experience and expertise of other adults supporting the child, and regularly engages in collaborative discussions to ensure that each child's needs are met. This helps children to make good progress and prepares them well for the next phase of their education. n The provider acknowledges children's attempts to express themselves and their needs. The provider sensitively responds to the range of communication that

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need to do better?

children use. For example, through speaking, body language, gesture and sign language to indicate their preferences. Children are confident, proud of themselves and effectively communicate their thoughts and opinions. n The provider makes accurate assessments of children's progress, supported by their effective use of parents' and carers' input. As a result, children are provided with a broad range of experiences that build on what they know and can do. The

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need to do better?

24 September 2025 provider also uses their knowledge of children's prior experiences in other settings and at home to revisit prior learning and to support them to embed their knowledge and understanding. However, there are occasions when the provider does not closely monitor the impact of the individual support that is provided to ensure its effectiveness. n The provider supports children through daily routines to develop their skills with personal care and independence. Children work carefully and diligently to wash their hands, dress themselves and to put on and remove their shoes. The provider and assistant celebrate children's achievements as they happen with warmth and praise, and by sharing them with each other. Children are proud of their progress and excitedly show and tell others what they have learned and can do. However, the organisation of the daily routines sometimes means that children are waiting too long for things to happen, and can become restless.

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need to do better?

n The provider frequently reflects, evaluates and encourages open communication within the setting about best practice. The childminder and assistant attend training to ensure that their practice is up to date and regularly engage in professional discussions about areas in the setting that are working well and areas that could be improved. For example, they reflected on their use of songs and stories and used the already established routines to incorporate these further. Children now enjoy singing familiar songs and rhymes and accessing a range of books. Children take pleasure in listening to stories and in reading books to each other and to the provider.

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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 strengthen the monitoring of targeted support for children with gaps in their learning to ensure these gaps close rapidly n review the organisation of transitions within the daily routines so that waiting times are minimised, enabling children to consistently demonstrate positive behaviours.

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Setting details

Unique reference number EY550421 Local authority Devon Inspection number 10407458 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 14 Date of previous inspection 9 January 2020

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Information about this early years setting

The childminder registered in 2017. She lives in Newton Abbott, Devon. The childminder offers care all day Monday to Thursday, from 8am to 5pm.

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Inspection activities

n The provider showed the inspector the premises and discussed how they ensure they are safe and suitable. n The provider and the inspector discussed how the provider organises their early years provision, including the aims for their curriculum. n Children spoke 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 inspector looked at a range of feedback from parents and carers and took account of their views.

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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

24 September 2025 24 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.

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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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