Childminder in Cornwall

Inspection date

Previous inspection date 19 January 2016 23 May 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder successfully develops children's self-worth and confidence. Her reassurance, praise and encouragement help children feel safe and secure. Children are highly motivated, enthusiastic and keen to learn.  Accurate and regular assessment of children's learning and development helps the childminder to promote children's good progress from their starting points.  The childminder interacts very well with children to encourage and support their play. She effortlessly extends their learning by introducing additional challenges.  Children benefit from regular outings to local places of interest and social activity groups, and are becoming aware of the local community and world around them.  The childminder works closely and effectively with parents and other practitioners to support children's well-being and promote shared learning.  The childminder keeps up to date and extends her skills further through completing

p.1

This provision is good

focused training, for example, to promote children's good communication.

p.1

It is not yet outstanding because:

 The childminder misses some opportunities to encourage children to explore their relationships with family and special people more.  Although the childminder regularly evaluates her provision to identify and make changes to her practices, she does not always effectively monitor the quality of her teaching and look at its impact on children's learning, to drive further improvements.

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

 increase opportunities for children to explore their relationships with family and special people  develop the systems further to monitor the impact of teaching on children's learning.

p.2

Inspection activities

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

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is confident to identify and report any child protection concerns if required. She has a good understanding of child development and her expectations of children are high. Children benefit from the childminder's training and develop good language skills. They sing favourite action songs, joining-in wholeheartedly and with great delight. The childminder celebrates their achievements and encourages them to try more words by leaving silences for them to fill, applauding their efforts enthusiastically. The childminder knows the children well and makes regular observations of their play to help her monitor their progress and plan activities that address any gaps in their learning.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a broad and balanced range of enjoyable learning experiences for children, based on their individual preferences, interests and abilities. Favourite and familiar toys help children to settle at the beginning of the day and adult-led activities introduce them to new and exciting ideas. Children work out how to operate interactive toys, use crayons to practise early writing and increase their physical abilities through dance. The childminder provides very good opportunities for children to learn about the world around them. Children enthusiastically explore the childminder's garden, which offers a wealth of wildlife for observation and discussion. They eagerly feed the birds and monitor the habits of the resident hedgehog. The childminder values children's achievements and celebrates these with parents. She prepares children well for their move on to other settings and school.

p.3

Personal development, behaviour and welfare are good

Children learn how to identify and manage everyday risk well, such as beach and road safety. The childminder teaches them how to manage their personal care needs and promote their good health, helping children to enjoy nutritious food and plenty of physical exercise. The childminder sets positive examples to children, who in turn behave very well and eagerly help tidy toys away after use. Children acquire key skills for future learning. They communicate well, share, take turns and show empathy for others. Children form strong and trusting relationships with the childminder, and gain a strong sense of well- being. Children develop a positive awareness and understanding of people's differences through discussion with the childminder and the good range of toys, resources and books.

p.3

Outcomes for children are good

Children flourish in the welcoming and stimulating environment. They are confident, independent and happy, preparing them well for future learning and moving on to school.

p.3

Setting details

Unique reference number EY217234 Local authority Cornwall Inspection number 846925 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

p.4

Telephone number

The childminder registered in 2002 and lives in Trewoon, in St Austell, Cornwall. She provides care for children on weekdays, all year round.

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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