Childminder in Cornwall

Inspection date

Previous inspection date 01/12/2014 08/12/2008

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early years provision

This inspection: 2 Previous inspection: 2 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 make good progress because the childminder effectively promotes their learning and development through play.  Children enjoy being with the childminder so they settle well and feel secure in her care.  The childminder has warm relationships with families and parents commend the care that she gives to their children.  The childminder has a positive approach in behaviour management, which children understand, so they respond well.

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It is not yet outstanding because

 The childminder does not have robust links with all providers who work with children, to enable consistently effective systems in information sharing.

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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 children in their play activities.  The inspector had discussions with the childminder.

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Inspection activities

 The inspector read feedback from parents and a sample of children's records of development.  The inspector checked safety of the premises.

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Information about the setting

The childminder registered in 1994. She lives with her husband and one adult child. They live in a house in Liskeard, within walking distance of shops, a park, schools and pre- schools. The whole of the ground floor is available for childminding, with toilet facilities on the first floor. There is an enclosed area for outside play, with access from the house, and an enclosed garden, accessible by a shared pathway. There are steps up to the front door with level access to the rear of the house. The family has three dogs, a cat and a parrot. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently seven children on roll, six of whom are in the early years age range.

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

 develop links with all settings that children attend to promote continuity of care, learning and development for every child.

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who attend

The childminder plans and provides a good variety of activities to interest children. She sets toys out, such as the train track, so that children have something to do as soon as they arrive. Toy boxes are easily accessible to enable children to make independent choices. For example, children selected a toy camera and pretended to take photographs. The childminder took this opportunity to talk to children about expressions and feelings, to extend on the activity. The childminder follows children's lead in play, which results in spontaneous play and learning. For instance, children played with cups from a tea set and noticed the imprint left on the rug. This led to the children and childminder making shapes to create a picture in the pile. Children made wriggly lines with their fingers and declared that they were 'going to make a sheep'. They talked about the eyes, nose and mouth as they played with sustained interest. The childminder provides close support to children in

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who attend

their activities and interacts well. For example, she sat on the floor with children and joined in their imaginary play. Children enjoyed playing hairdressers as they pretended to shampoo and cut the childminder's hair.

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who attend

The childminder promotes children's language development well. Children listen to the childminder and express themselves with confidence. They chose books to look at with the childminder, which is a popular activity. Children concentrated as they learnt about colours, shapes and animals. The childminder linked pictures in the books to objects in the room, so children saw different dimensions. Children enjoy making things with the childminder and being creative. For example, they made bells from egg boxes and sprinkled various glitter colours over them. The childminder monitors children's progress and records details in her tracking system. She regularly shares information with parents about their children's learning and development. Suitable documentation is in place to record the required progress check for two-year-old children. The childminder has good links with most, but not every setting that children attend. This means that communication

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who attend

is not always robust enough to promote consistently effective support to individual children. The childminder helps children to become confident, inquisitive learners, which prepares them well for the school environment. Parents comment on the 'robust foundations for learning' that children develop in the care of the childminder.

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

Children form close attachments to the childminder and show affection. The childminder is kind and reassuring to children as they sit on her knee for a cuddle. She is attentive to their individual needs and supports children well, to help them develop independence skills. The childminder works closely with parents to help children make progress, such as in potty training. Children quickly learn what they need to do and are proud to receive a sticker for effort and achievement. The childminder teaches children about risks and hazards, so they understand the boundaries set. For example, the childminder takes children on different routes to and from school. This helps them to work out where there are safe places to cross the roads. The childminder explains to children why some resources are not suitable for the younger ones, to prevent accidents. Children like to help the childminder and develop a sense of responsibility. For instance, they enjoy taking the

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

dogs for a walk and carefully hold the leads. They see outings as an adventure and have fun as they explore outside.

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

The childminder enables children to continue learning in their outdoor play activities. For example, they use chalks in the garden to practise writing and drawing, which promotes literacy skills. Children plant bulbs in tubs to learn how plants and flowers grow. Physical skills and coordination develop because children use a variety of equipment. Suitable arrangements are in place to meet children's individual dietary requirements. To support healthy eating the childminder encourages children to have fresh fruit. She informs parents about children's preferences and dislikes in the food that they bring. The childminder acts as a good role model so that children learn to be courteous, kind and polite. This helps children to form friendships and play well together, because they know how to take turns and cooperate. The childminder teaches children to share and to look after their toys, so they learn to be considerate.

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provision

The childminder takes effective steps to keep children safe and secure in her home. For example, she provides safety gates and a fireguard to protect children from hazards. She reviews her risk assessment procedures to help keep children safe. Following a recent evaluation of the practise fire drill, the childminder has increased the frequency, to improve children's understanding. She has also devised a checklist to prompt regular checks of the smoke alarms. She explains clear reasons to children about what is safe or not safe for them to do. The childminder implements a range of clear policies and procedures to promote children's health, welfare and safety. She demonstrates a secure understanding of these, which enables her to put her policies into practice. She has sound awareness of child protection issues and knows the procedures that safeguard children from harm.

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provision

The childminder attends appropriate training to maintain a first aid qualification and to raise her awareness in food hygiene. She receives information from the local authority and a childcare organisation, which helps to update childminding knowledge. The childminder reflects on her practice to monitor her effectiveness. Children make good progress in their learning and development, so the childminder knows that her play activities are beneficial. The childminder establishes warm, long-term relationships with families. She takes account of what the parents tell her, and they are clearly very happy with the care and education she provides. Parents provided reference letters for the inspection that give positive examples of the childminder's care. They described the childminder as 'supportive, caring and approachable'. Settling-in sessions are helpful, with parents 'more than happy' to leave children 'in good hands'. Parents comment on the 'efficiency, warmth and

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provision

humour' of the childminder in her care of the children.

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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 102437 Local authority Cornwall Inspection number 835651 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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