Childminder in Cornwall

Inspection date

Previous inspection date 15/09/2014 16/05/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 form a secure attachment to the childminder. As a result, they are confident, happy and secure.  Children develop good communication skills because the childminder talks to them purposefully and listens attentively to their responses, suggestions and ideas.  The childminder follows robust procedures to safeguard children and teaches them how to successfully promote their own health and safety.  The childminder develops positive partnerships with parents and other early years practitioners. As a result, children benefit from continuity of care and learning.  The childminder regularly reflects on her practice to identify appropriate areas for future improvement.

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It is not yet outstanding because

 The range of resources available for free play does not include sufficient opportunities to fully promote children's positive awareness of difference and diversity.  Although the programme for literacy is good overall, there is limited use of labelling and purposeful mark making materials, with which to extend children's developing literacy skills even further.

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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 viewed the premises, toys and equipment.  The inspector engaged in discussion with the childminder and children.

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Inspection activities

 The inspector took account of the views of parents through questionnaires and emails.  The inspector observed interactions between the childminder and children.  The inspector sampled childminding documentation and children's records.

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Information about the setting

The childminder registered in 2010. She lives with her partner and four children in the village of Devoran, close to Truro, in Cornwall. Her partner is also a registered childminder. Children use the ground floor of the childminder's home. A secure, enclosed garden area is available for outdoor play and learning activities. There are currently four children attending who are within the Early Years Foundation Stage. Some children also attend the local school and pre-school. The childminder is registered by Ofsted on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register.

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

 increase opportunities for children to develop a positive awareness of difference and diversity

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

 extend children's developing literacy skills further, for example, through use of pictorial and written labelling, and purposeful mark making resources to support imaginary role play.

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who attend

The childminder has a good understanding of how children learn and develop. She knows children well and therefore understands what interests them. The childminder uses this knowledge to provide enjoyable play experiences, which successfully promote learning opportunities. For example, she provides music to encourage children to settle and separate easily from their parent. In addition, she offers puzzles to engage them in purposeful opportunities to develop their maths and problem solving skills. The childminder uses effective methods of teaching, such as positive interactions, encouragement and support. The provision of additional tools, resources and suggestions also promotes further challenge. The childminder makes good use of the indoor and outdoor environment and social activity groups for learning. Therefore, she is successful in supporting children's all-round development. These good practices help to fully engage

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who attend

children and promote their natural curiosity, inquisitiveness and keenness to learn. As a result, children are able to reach their full potential as they work steadily towards the early learning goals.

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who attend

Assessment systems are robust and clearly show a progressive cycle of learning. The childminder is effective in using these systems to establish children's individual starting points, monitor their ongoing progress and plan for their future development. Parents are encouraged to contribute regularly to this process, which in turn helps them to promote children's learning at home. The childminder supports children in acquiring the key skills required for future learning. For example, they learn how to interact positively with others to maintain harmonious play as they cooperate and take turns. They chat happily with the childminder to share ideas and experiences, and to celebrate their achievements. This promotes their communication and language development. Children also benefit from purposeful ongoing discussion with the childminder about everyday hazards. This helps them to maintain their own safety and that of others. Children also develop an ability to

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who attend

recognise and meet their own personal care needs. As a result, they understand the impact of good health and hygiene practices on their growth and development.

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

Children are happy, confident and settled. They form a secure attachment to the childminder and are comfortable in the home environment. This promotes their increasing level of belonging and independence, as they move freely to select favourite toys and resources and to use the facilities, both indoors and outdoors. The childminder is a positive role model and children follow her good example. As a result, children are well behaved, well mannered and helpful. Children develop a positive respect for others and learn about their local community. However, there are few opportunities for children to learn about the wider world and explore cultural differences through free play activities.

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

The childminder's home is welcoming and comfortable. There is a broad and balanced range of interesting resources and equipment readily available to children. These are stored at child height, which helps to promote children's independence as they help themselves to favourite toys. Although children enjoy a wide range of books, opportunities are not fully in place to extend their developing literacy skills. This is because there is limited use of pictorial and written labelling. In addition, there are few opportunities for purposeful use of mark making materials during daily activities, such as imaginative role play. The childminder understands the value of outdoor play and exploration and provides a well-resourced outdoor play area. Children particularly enjoy growing their own fruit and vegetables. They also benefit from regular outings to local places of interest such as the beach, garden centre and park. Children are encouraged to negotiate and cooperate as

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

they make decisions about what to do and involve others in their play.

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

Children talk to one another about how to keep safe indoors, outdoors and on outings. They learn about road safety and beach safety. In addition, they prepare for the possibility of an emergency in the home, as they regularly practise evacuation procedures. The childminder is vigilant in safeguarding the children in her care. As a result, children feel safe and secure. Children's good health is promoted well, as they learn to keep themselves clean, develop healthy eating habits and enjoy plenty of fresh air and physical exercise as they play in the garden and local park. Even very young children take an active role in their own nappy changing procedures and declare 'all clean' when this process is completed. The childminder has established positive links with the local pre-school, other childminders and school. This ultimately helps children in their move on to other settings and in to school.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She uses this knowledge well to successfully meet the needs of the range of children in her care. The childminder has a secure understanding of the local safeguarding procedures and is confident to follow these if required. She follows appropriate procedures to ensure that persons working and/or living on the premises are suitable. In addition, she supervises children closely to protect them from any unvetted persons, for example during trips to local toddler groups. The childminder holds a valid paediatric first aid certificate, so can treat minor injuries if required. A written risk assessment is in place and the childminder also completes daily visual checks on the premises, toys and equipment. Children participate in regular emergency evacuation procedures. They also learn how to identify and manage everyday risk, as they handle

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provision

equipment and move from the indoors to outdoors. These good practices help to promote children's safety and well-being at all times.

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provision

The childminder is confident and competent in promoting children's learning and development. She successfully establishes children's individual starting points and identifies appropriate next steps for their development. The childminder is successful in providing good opportunities for the promotion of children's ongoing progress. She also shows a good commitment to her own ongoing professional development. The childminder uses effective systems to monitor and evaluate her practice, in order to identify appropriate areas for future improvement. This currently includes providing additional outdoor equipment to promote children's building and construction skills. In addition, she continually reviews the systems for sharing information with parents, to ensure that they are fully effective. A wide range of written policies and procedures is in place to agree appropriate practice with parents, other settings and early years agencies. In addition,

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provision

ongoing daily discussion, emails and appropriate sharing of children's records enhance this practice further. As a result, partnerships with parents and other practitioners are good. This contributes positively to meeting children's individual needs and ensures continuity of care and learning at all times.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY419693 Local authority Cornwall Inspection number 845231 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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