Childminder in Cornwall

Inspection date

Previous inspection date 29/01/2013 Not Applicable

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early years provision

This inspection: 1 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are making excellent progress in their learning and development because the childminder provides imaginative and challenging experiences for the children. Resources are extremely appealing both inside and out.  Children are motivated and independent from an early age in choosing what to play with; as a result, they quickly become engaged. They concentrate and talk imaginatively with the childminder, thinking for themselves and developing their own ideas.  The childminder is conscientious and dedicated to her profession; she is inspirational in her positive "can do" attitude in following children's ideas and supporting their needs.  The childminder has high expectations of herself. She considers everyone's views in identifying areas for development and works hard to achieve these successfully and quickly.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed interactions between the childminder and children.

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Inspection activities

 The inspector engaged in discussion with the childminder and children throughout the inspection.

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Inspection activities

 The inspector reviewed the childminders documentation, children's records and self- evaluation form.

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Inspection activities

 The inspector and sampled written communication made between the childminder and parents.

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Information about the setting

The childminder registered in 2008. She lives with her husband, who is registered as an assistant, and their two children in Bodmin, Cornwall. The whole house is used for childminding. There is an enclosed garden suitable for outside play.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Currently she cares for four children who are all in the early years age range. The childminder is qualified to level 3 and is accredited to receive funding for nursery education.

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Information about the setting

She is a member of the local Bodmin and District Childminding group, and takes children to groups and play activities in the local area. She takes and collects children from St Mary's Primary School and nursery.

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who attend

Children are becoming curious and inquisitive learners. They show their confidence and exploratory nature in finding toys and resources that keep them engaged and interested for significant times. Children are motivated and enthused by the childminder's own positive approach to exploring and learning. The highly stimulating environment is well- balanced with the childminder's calm and sensitive nature, which promotes a sense of reassurance to children. As a result, children feel confident to try out and test new ideas. For example, when the barrels will not stay on the back of the lorry the children work to try to solve the problem. They try rearranging them and in the end use a temporary adhesive to stick the barrels down. Throughout their imaginary play, children are using their communication skills to express their play ideas, using a broad range of vocabulary appropriately. They independently count and look for 'one more' as they calculate during

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who attend

their play. Children are given time to think and express their thoughts, and their achievements are eagerly praised. As a result, children feel valued and secure in the childminder's care and develop high levels of self-esteem. They are gaining excellent skills for their future learning.

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who attend

The childminder uses her expert knowledge of child development and teaching skills exceedingly well in developing the educational programme for children. She works very closely with parents. Excellent systems are used to share information on children's interests, current stages of development and their routines. She uses this in combination with her own detailed observations to assess children's progress and learning, and plan for their development. The childminder is sensitive to children's ever-changing interests and reflects this in her confidence to adapt her plans spontaneously, following children's ideas. For example, the expectation of snowfall captured children's imagination on a cold and frosty day. The childminder reviewed her plans for the day and set up a broad range of activities based around winter, ice and snow. Children discussed and learnt new words to describe the weather, displaying them creatively on a table. A variety of sensory materials

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who attend

and colours, lights and books depicting images of winter scenes created an impressive display. Children learnt about where penguins and polar bears live. As snow failed to appear, the childminder used her own inspirational approach to create their own indoor snow using ice from the freezer for children to explore. This comprehensive and extensive range of activities, based on children's emerging interests, provides challenge and inspiring experiences according to their own style of learning. Consequently, it supports children's rapid development across all the areas of learning.

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The contribution of the early years provision to the well-being of children

All children show their confidence and growing independence as they readily explore the inviting and enabling learning environment. They are keen to show others their favourite toys, such as the winch, and explain how it works. They freely suggest ideas on what to play and help set up the train track, finding the resources independently. This is because of the secure and trusting relationship they have formed with the childminder. Children are very well behaved and are expected to be respectful and thoughtful for others. The childminder knows the individual routines of each child and supports them conscientiously. The childminder quickly identifies and acknowledges signs of children's tiredness or need of a snack. She boosts their self-confidence as she praises their achievements, such as their growing independence in toileting. The childminder provides an excellent role model where children follow high standards of cleanliness and politeness.

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The contribution of the early years provision to the well-being of children

Children help with the preparation of snack, choosing which type of fruits to eat and which colour plate and cup to use. Children show their growing self-assurance in social situations such as, offering visitors to join them in their snack-time. Children talk about healthy foods and the treat of having cake to celebrate a birthday. They learn about different foods and where they come from. The childminder is currently transforming part of her garden into a vegetable plot so that children will have a hands-on approach to growing food and learning where it comes from.

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The contribution of the early years provision to the well-being of children

Children have excellent opportunities to be outside in the fresh air and exercise. Daily walks to school are enhanced by visits to the local play park, a walk to see the trains or visit the soft play centre. Children learn about keeping themselves safe as they learn about road safety, wearing high visibility jackets to make themselves seen. They are fully involved in checking for hazards when they are out. Children help to identify and move trip hazards so they consider other users who may have a disability. They learn to take all their rubbish home and take care of their local environment, using recycled bottles as art in the garden. The childminder has transformed part of her garden into an imaginary wonderland. She has created a 'three little pig's house' where children can tell stories and act-out the tale. Following a trip to a castle, children showed great interest in castle role- play. As a result, the childminder has created a turret underneath the canopy of trees

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The contribution of the early years provision to the well-being of children

where children can really develop their imagination and creativity. The front garden has undergone extensive work to create a level, open play surface where children develop their physical skills through climbing, ball games and a variety of activities.

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The contribution of the early years provision to the well-being of children

The childminder provides secure emotional and practical support for children and families in preparing them for changes. She recognises the importance of planning ahead to familiarise children with new environments and people before they move onto school. This includes frequent visits to and taking photographs of the environment so that children can talk and revisit the experience with their familiar carers. The childminder shares her detailed learning records of each child's progress with other settings. This provides an excellent background to the child's learning journey and preferences.

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provision

The childminder is passionate about working with children and is doing the best she possibly can for them. She has transformed her home into an extremely child-focused environment. Parts of the premises and home are undergoing some refurbishment but children's enjoyment and care are not compromised by this. The childminder completes frequent risk assessments and supervises children sensibly. She allows them space and time to explore, and learn about risks so that they are well prepared for the future. She has a very secure understanding of her role in maintaining all legal requirements of the Early Years Foundation Stage. She is confident to act appropriately if she had any concerns over a child's welfare. She has relevant policies and guidance documents for reference. The childminder understands the importance of working with any other professionals involved with the family, so that consistency is enhanced for the child.

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provision

Excellent relationships with parents are in place so they are well informed and exchange information freely and openly. Parents are fully engaged in the monitoring of their child's learning and development. Children's needs are extensively understood, by all, through the extensively completely daily communication book. This provides a daily account of both practical care arrangements but also of the child's achievements and experiences. This contributes to the childminder's own observation and assessment process in monitoring children's progress. Detailed written accounts are completed which clearly record how well children are progressing against all the areas of learning. Parents frequently discuss and see the record and agree on where children's next steps may be to close any gaps. However, this is not fully enhanced by providing parents with more guidance or practical ideas on how children's next steps could be achieved at home. For

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provision

example, offering ideas for simple games and activities that support children's development.

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provision

The childminder is dedicated and professional in her business arrangements. She continues to develop her own knowledge and skills through regular training and research into new ideas and approaches. She reflects on all aspects of the provision and seeks the views of everyone involved, including the parents and children who attend. As a result, she adapts her practice and shapes her future plans so that everyone's contributions are acknowledged and valued.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY386527 Local authority Cornwall Inspection number 896920 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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