Eddy, Julia Ann

Inspection date

Previous inspection date 3 March 2015 10 May 2012

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder and her assistant have recently completed safeguarding training. As a result, they have a secure understanding of the local safeguarding procedures and are confident to follow these if they have concerns about a child.  Following training, the childminder is particularly effective in her promotion of children's speech and language skills. As a result, children are communicative, express themselves freely and interact positively with others.  The childminder has effective partnerships with other early years agencies and providers. This helps to support children in their move between settings and into school.  The quality of teaching is good. The childminder and assistant interact effectively to challenge children, introduce additional tools and resources and make suggestions to extend children's skills. This prepares them well for future learning.

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It is not yet outstanding because:

 The childminder does not always make full use of photographs of children, to encourage discussions about aspects of their lives.  The childminder does not always share information about children's progress effectively with parents, in order to promote a more shared approach to learning.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 increase the range of visual resources to encourage children's discussions about themselves and their families and what is similar and different  extend partnership working with parents further, in order to fully involve them in their child's learning at home and in the setting.

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Inspection activities

 The inspector viewed the premises, toys and equipment.  The inspector engaged in discussion with the children, childminder and assistant.  The inspector took account of feedback from parents during the inspection.  The inspector sampled documentation and children's records.  The inspector observed interactions between the childminder, her assistant and children.

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who attend. This is good

The childminder has a secure understanding of how children learn and develop. She knows children well and provides a broad and balanced range of enjoyable learning experiences using children's individual interests and abilities. As a result, children are actively engaged in purposeful and worthwhile play, which helps them make good progress. For example, children make models with herb-scented dough using a wide variety of decorative materials and learn to use tools such as scissors. The childminder makes regular and accurate observations and assessments of children's progress. However, she does not always share this information effectively with parents to promote home learning. The childminder teaches children how to share, take turns and establish positive friendships with other children. In addition, children learn how to keep themselves safe and healthy during ongoing discussion and everyday routine activities.

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good

Children have secure attachments. The childminder organises her home well to provide a welcoming, stimulating and well-resourced environment, both indoors and outdoors. Effective use of labeling and low storage resources promotes children's independent skills, so they can find favourite toys. The childminder misses some opportunities to use photographs of children to encourage them to share home experiences. Children follow the childminder and her assistant's good examples and are well behaved, helpful and considerate to others. They learn to respect people's differences through the good range of resources and adult-led activities. The childminder teaches children to identify and manage everyday risk well as they handle small tools and push along wheeled toys. She also promotes children's good health, as they enjoy healthy snacks, fresh air and physical exercise and learn to manage their personal care needs relative to their age.

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provision is good

The childminder promotes children's well-being, and learning and development well. Effective risk assessment takes place each day, which helps the childminder to promote children's safety. Children practise regular fire drills with her to develop their confidence and familiarity. The childminder follows robust procedures to ensure the suitability of adults working with children. She regularly monitors and evaluates her own performance and that of her assistant, to establish ongoing suitability and to identify appropriate areas for future improvement. The childminder has successfully addressed the recommendation made at the last inspection. As a result, she has established positive working relationships with other early years providers. This helps to meet the needs of children who also attend another setting. Effective assessments of children's progress help to promote children's individual learning and development needs well.

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Setting details

Unique reference number EY438459 Local authority Cornwall Inspection number 824350 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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Telephone number

The childminder registered in 2011. She works with an assistant. The childminder receives funding for the provision of free early education for children aged two, three and four- years. The childminder has a level 3 qualification in early years.

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Telephone number

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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Telephone number

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

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Telephone number

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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Telephone number

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

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