Childminder 102463

Inspection date

Previous inspection date 16 March 2015 13 December 2010

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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 provides a wide range of activities to promote children's interest in all areas of their development. Children have fun as they play and make good progress as they develop skills for future learning.  The childminder is conscientious about safety and takes effective steps to minimise hazards to children. She teaches children to understand about danger and to negotiate risks, so they learn safe boundaries.  The childminder develops long-term relationships with families, who provide very positive feedback about her care. Children are very happy and secure with the childminder, which is important for their emotional well-being.  The childminder seeks relevant information to update her childcare knowledge and policies and procedures. Records and documentation required for childminding arrangements are in clear order. These make an effective contribution to the childminder meeting children's individual needs well.

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It is not yet outstanding because:

 The childminder does not extend children's enjoyment of books and reading further, for example, by making full use of the library facilities, and in doing so increasing the learning opportunities this offers.  The childminder does not always use mathematical language in play activities, to help younger children learn new words and begin to make comparisons.

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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 literacy activities so children develop a stronger interest in books and reading, gain a sense of responsibility and can share this at home with their parents  encourage young children to notice difference in size, height and length during activities, and increase their mathematical vocabulary to fully promote their understanding.

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Inspection activities

 The inspector observed children in their play activities.  The inspector held discussions with the childminder.  The inspector looked at relevant documentation and read feedback from parents.  The inspector checked the safety of the premises.

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who attend. This is good

The childminder makes toys, books and games accessible, so children can make independent choices. Children happily explore and select favoured items. For example, young children show a particular interest in musical toys, which help them to learn about cause and effect. The childminder has frequent discussions with parents about their children's progress. She provides a summary report for two-year-old children. The childminder interacts with children to help them learn. For instance, she talks to young children about colours as they build a tower of bricks. However, she does not always incorporate mathematical words to extend the activity. The childminder takes children on a variety of outings, where they socialise and benefit from further experiences. For instance, children go with the childminder to a rhythm and rhyme session at the library. However, the childminder does not enable children to borrow books to extend their

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who attend. This is good

literacy, gain a sense of responsibility in choosing books and taking care of them, and involving parents.

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good

The childminder has a clear awareness of children's preferences and personal routines. For example, children readily settle on her knee for a cuddle and story when they become tired. The childminder helps children learn good hygiene routines and develop independence skills. For example, young children are keen to clean their teeth and they make good progress when potty training. Children are proud of their achievements and exclaim in delight at their success. They show positive self-esteem when they look at photographs of themselves and their friends. Children enjoy physical exercise and fresh air, which promotes their health. They learn how to use park equipment safely and develop competence. Children know what to do during a fire drill and follow the childminder's instructions which helps to keep them safe.

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provision is good

The childminder updates her knowledge by attending information sessions, such as safety awareness, and reads books about child development and their needs to improve her skills. She has up-to-date guidance on the Local Safeguarding Children Board procedures and knows how to protect children from harm. The childminder liaises with key persons, where children attend other settings, to support continuity of care and learning. She has addressed previous inspection recommendations, including updating risk assessment records. She reflects on children's progress and seeks parents' views as part of her self- evaluation procedure. Parents give detailed examples of the childminder's dedicated care and commitment to their children. Family letters include comments from children, such as 'she's kind, she cares about us and she makes me feel safe'.

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Setting details

Unique reference number 102463 Local authority Cornwall Inspection number 839183 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 13 December 2010

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Telephone number

The childminder registered in 1987. She lives with her partner in the town of Bodmin, Cornwall.

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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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