Brett, Gail

Inspection date

Previous inspection date 31 March 2015 24 February 2009

p.1

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Children develop strong social skills. They share toys, play well with their friends and are considerate of each other's feelings. This prepares them to settle well when they move on to school.  The childminder builds effective relationships with parents. This partnership approach supports children's emotional development well.  The childminder forms secure relationships with children. This encourages positive attitudes towards learning and helps them to progress well.  Children's language and communication skills are well developed. This is because the childminder engages in conversations with them frequently and extends their thinking during activities.  The childminder completes an annual evaluation of her setting and the service she provides. This helps her to make ongoing improvements to meet the changing needs of children.

p.1

It is not yet outstanding because:

 The childminder has not fully established relationships with other settings children attend. This means she does not take into consideration all children's achievements and experiences when planning their learning.  The childminder does not make the most of spontaneous opportunities to extend children's mathematical skills. As a result, children do not learn to use mathematics in everyday situations.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 develop arrangements for sharing information with other settings to provide continuity in children's learning and development  provide more opportunities for children to extend their mathematical skills and use them during everyday life.

p.2

Inspection activities

 The inspector observed children playing with the childminder and other children, during adult-led and freely chosen activities.  The inspector toured the areas used for childminding.  The inspector sought the views of parents through discussions and letters written for the inspection.  The inspector held discussions with the childminder.  The inspector viewed a sample of documentation, including children's records and policies, such as safeguarding.

p.2

who attend. This is good

The childminder supports children's learning and development needs well. She plans challenging activities, which help them move on to their next stage of learning swiftly. The childminder makes regular observations and assessments of children's achievements. She shares this information with parents. They work together to help children move on to the next stages of their development, for example, learning to walk. The childminder completes the progress check for two-year-old children, which she also shares with parents. The childminder helps children to recognise letters and write their names when they are ready. These skills help children to progress well when they move on to school. She encourages children to count during activities, but does not fully extend children's mathematical understanding. For example, when children count to five, she does not extend this further by counting to ten.

p.3

good

The childminder is a positive role model. She interacts well with children and they reflect her calm and patient nature. Children learn to share and eagerly show their friends new toys from home. Children are confident. The childminder praises their achievements, for example, when they build hotels from bricks. This helps to build their self-esteem and positive attitudes to learning. Children develop good physical skills. The childminder takes them out every day to the beach or into the garden for fresh air and exercise. Children are confident communicators because the childminder frequently engages them in conversations. This helps to enhance their social skills. However, the childminder has not fully established links with the other settings children attend to ensure they receive continuity in their care and learning.

p.3

provision is good

The childminder understands her responsibilities, and she meets the requirements well. Since her last inspection, she has improved the way she shares information with parents. She completes communication books, which detail children's daily routines and activities. Therefore, parents are fully aware of the care she provides. Parents' comment they feel very well informed about their children's progress and that their children are 'treated as individuals'. The childminder attends regular training. She reports this helps her to develop her skills and extend children's learning in different ways, such as enhancing their outdoor play. The childminder has a range of policies which outline the procedures she follows to manage her practice. She confidently identifies signs and symptoms that may indicate a child is at risk from harm. She understands what to do if she has child protection concerns and who to contact. She also shares safeguarding information with parents.

p.3

Setting details

Unique reference number 102425 Local authority Cornwall Inspection number 839180 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

p.4

Name of provider

Date of previous inspection 24 February 2009

p.4

Telephone number

The childminder registered in 1993 and lives in Downderry, Cornwall. She offers care every day from 8am until 5.30pm, all year round, except public holidays. The childminder receives funding for the provision of free early years education for two, three, and four- year-old children.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5