Childminder in Cornwall

Inspection date

Previous inspection date 15/07/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children develop good self-esteem as they receive plenty of praise and encouragement. The childminder is a positive role model for children's behaviour as she values their individuality and treats them with respect.  Children are progressing well in all areas of learning as the childminder skilfully offers children a range of stimulating and interesting activities to broaden their experiences.  The childminder is very well organised and prepared to meet the unique needs of each child. She is confident and capable in adapting activities to challenge and engage each child in their play.  Strong partnership working is in place, with effective systems for sharing information with parents and other settings to provide consistency for children.

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It is not yet outstanding because

 Although the childminder uses good commentary and open questions to promote children's language skills, she does not always give children sufficient time to ask their questions or have time to think and respond.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 activities in the kitchen/diner, lounge and outside.

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Inspection activities

 The inspector sampled documentation including children's learning journals, policies and children's records.

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Inspection activities

 The inspector took into consideration the childminder's self-evaluation form and comments made by parents on questionnaires obtained by the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.

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Information about the setting

The childminder registered in 2013. She lives with her husband and their two children, in Penwithick, near St Austell, Cornwall. Children use all areas of the childminder's home. An enclosed garden offers opportunities for outdoor play. The childminder makes regular use of the local park, beaches, the Eden project and local groups. The family has two cats, three guinea pigs and goldfish.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Currently there are three children, all in the early years age range, attending the setting. The childminder is applying to receive funding for free early education sessions.

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To further improve the quality of the early years provision the provider should:

 extend children's language development by providing them with more opportunity to ask questions and giving them plenty of time to think and reply with their own comments.

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who attend

The childminder has a secure understanding of her role and responsibilities to maintain the requirements of the Early Years Foundation Stage. She is very confident in her knowledge of how she can best support children's learning and implements this well. The childminder uses effective systems to observe, assess and plan for each child's individual needs. Consequently, she offers children a range of interesting and purposeful play activities. As a result, children develop their independence, positive attitudes and skills for their future learning. She has formed strong links with parents so that she has a comprehensive understanding of the children's needs when they start with her. She maintains records of children's progress in attractive learning journals. She conducts a written review of children's progress each term and shares this with parents. The childminder intends to use a similar system to provide parents with a progress check for

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who attend

children when they are two years old. She has established effective communication systems with other settings that children attend. This provides a consistent approach for each child and builds on their learning between settings and at home. Therefore, children are making good progress across all areas of learning.

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who attend

The childminder provides a good balance of adult-directed and child-led play, both indoors and outside. Children are given plenty of choices and opportunities to develop their own ideas and learning. Children can easily reach the toys and equipment on offer, as they are stored at low level. This promotes their independence and self-assurance. Children find the musical instruments and explore ways of making sounds. Some need to be blown while others need to be hit and pressed. Baking activities introduce children to reading instructions from a book, counting and measuring out the ingredients. Children learn about religious festivals and food customs as they bake, extending their understanding of diversity. The childminder encourages children to feel the different textures of the ingredients and introduces new words to their vocabulary. Older children develop their control and coordination as they mix and roll out the dough. Younger children are given a

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who attend

selection of ingredients to feel and explore, watching as they make patterns on the table. The childminder skilfully gives children choice of which shape and size cutter to use. They compare and use new mathematical language to describe smallest and biggest. All children take turns as they make their biscuits, patiently waiting for others to have a go.

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who attend

Throughout their play, the childminder talks and listens with the children, describing their actions and trying to engage children in conversations. However, at times, the childminder does not always give children sufficient time to think and respond. The childminder uses some simple sign language with the younger children to reinforce messages. Older children show their fondness for books as they ask the childminder to sit and read the stories with them. The childminder stimulates children's inquisitiveness and exploratory natures by providing resources, such as coloured ice cubes in a tray. Children describe the feel of the ice and watch with fascination as it melts. Throughout the day, children excitedly revisit the tray to see what is happening to the disappearing ice.

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

Children show they feel safe and secure in the childminder's home. They are reassured by her presence and gentle, caring nature. The childminder values each child as individuals, knowing their preferences and interests very well. She provides children with lots of praise and confidence-building comments, helping children to develop positive self-esteem. Children behave well and understand the childminder's expectations and the routines of the home, such as removing shoes indoors. The childminder uses her positive attitude to praise and celebrate children's achievements and behaviour. She engages unwilling children to help tidy up by creating a game out of the activity, adapting this so all children are included in the activity. The childminder is very inclusive. She has a broad understanding of diversity in society, which she promotes through play and discussions. She has completed training in supporting children with special educational needs and/or

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

disabilities. Therefore, she is very considerate in monitoring every child's development and offering appropriate support to meet their individual needs. The childminder organises her home and activities well so children are able to choose what to play with safely. Books and posters are displayed around the home at child level so they are stimulated by the images. Children play with sensory resources in the kitchen so that any spills and mess are cleared up easily. The lounge provides a safe, cosy area where children read, draw, dress up and play with the small world and home corner resources. Children learn about sun safety. They know to put on their sun cream and hat before going outside to play in the shady garden, and to take their drinks with them as they may get thirsty. The childminder reminds children about risks and to be considerate of others, for example, taking turns when on the slide so they don't have an accident.

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

Children benefit from daily play in the well-resourced garden, developing their physical skills as they climb, swing and slide on the large equipment. The childminder praises children for managing to pedal and control the bike well, building their confidence to try harder. Sand, water and other resources are freely available for children to choose what to do. They help to set out a teddy bears' picnic counting how many bears are coming to tea. Children are fascinated as they help feed the guinea pigs. Children independently wash their hands after outside play and before handling food. At meal times, children receive a range of healthy foods and sit together learning good manners and social skills. Children are supported in pouring their own water or milk at snack times, promoting their independence. Children sleep according to their natural routines with the childminder quickly recognising the signs of tiredness. Children's well-being, both physically and

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provision

The childminder's safeguarding arrangements are strong. She has effective policies and procedures to guide her in all aspects of her practice. These are shared with parents so that they are fully informed of the childminder's responsibilities. The childminder is well organised and effectively maintains all required documentation. She has attended child protection training. She is confident in following suitable procedures if she should have any concerns on children's well-being. The childminder is vigilant and conducts daily checks on the environment so that children play in a safe environment.

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provision

The childminder has a good understanding of the learning and development requirements. Her early years degree qualification enables her to link theory to practice successfully. Parents are kept very well informed of their child's progress through daily discussions, daily diaries, learning journals and more formal reviews of children's development. The childminder regularly exchanges information with the other settings children attend so that consistency in agreeing children's next steps is promoted. Overall, very strong partnership working and clear monitoring systems ensure that children's needs are agreed and met very well.

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provision

The childminder is enthusiastic and conscientious in providing families and children with high-quality care. She accurately evaluates her practice and seeks feedback from parents and other professionals to continually improve. Parents are very pleased with the progress their children have made while attending for only a short time. The childminder plans to continue her professional development by attending further training, such as brain development in the early years, to extend her knowledge and understanding.

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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 action. 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 EY457481 Local authority Cornwall Inspection number 901182 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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