Childminder EY482750

Inspection date

Previous inspection date 22 February 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder establishes positive partnerships with parents. She works closely and effectively with them, to meet children's individual needs and promote shared learning.  Children are confident, settled and show good levels of self-esteem. The childminder successfully promotes their sense of belonging, well-being and emotional security.  The childminder provides a safe and secure environment for children to explore. They make independent choices from the good range of toys and resources.  The childminder has a good understanding of the way children learn. She provides teaching of a consistently high standard. Children make good progress and develop positive attitudes towards learning.  The childminder uses her evaluations of the provision well to make improvements.  The childminder is effective in monitoring children's progress. She successfully identifies and addresses any gaps in their learning to prepare them well for school.

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This provision is good

 The childminder uses the knowledge she gains, such as from reading guidance and early years research, and feedback from parents, to improve outcomes for children.

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It is not yet outstanding because:

 The childminder does not always use the outdoors as well as possible to promote all children's individual next steps for learning.  The childminder misses some opportunities to develop children's early counting skills during everyday activities.

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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

 strengthen planning to promote children's next steps in the outdoor environment, especially to support those that prefer to learn outdoors  make even greater use of spontaneous opportunities to develop children's mathematical skills.

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Inspection activities

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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is clearly aware of her responsibility to promote children's safety and welfare. She has a good knowledge of child protection issues and follows effective procedures to protect children at all times. She supervises children closely and regularly assesses her home, and outings, to manage risk. The childminder liaises effectively with parents and other professionals to promote continuity in children's care and learning. She has high expectations of children and uses effective teaching techniques to support their learning and development well, overall. For example, children enjoy playing in the ball pool, so the childminder uses this particular interest to increase their ability to identify, match and name several different colours.

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Quality of teaching, learning and assessment is good

The childminder knows children well, which helps her to plan activities based on their individual interests and abilities. She assesses children's progress regularly and has a good understanding of their next steps in learning to challenge them. The childminder uses the good range of toys and resources well to engage children in purposeful learning experiences, such as developing their hand-to-eye coordination and early writing skills when drawing pictures. Children correctly identify shape and size, which helps them to solve problems as they sort and match. The childminder tracks children's progress accurately to identify and close any gaps, and plan for their future learning.

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Personal development, behaviour and welfare are good

Children form a secure emotional attachment to the childminder, which promotes their well-being. They enjoy healthy meals and snacks, and develop good self-care skills, learning to keep themselves clean. Children follow the childminder's positive example and display good behaviour and interpersonal skills. They learn to identify and manage everyday risks, for example, as the childminder explains how to handle toys and equipment carefully. Children visit places of interest and attend toddler groups, which help them gain confidence in the world around them, for example. They quickly acquire key skills for future learning, which prepares them well for their move to other settings.

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Outcomes for children are good

Children are confident and keen to learn. They show high levels of curiosity and inquisitiveness. Children's language skills develop well; they successfully link single words together to build short sentences, for example, to describe a favourite 'yellow blanket'. Children make good progress from their initial starting points and the childminder prepares them well for their next steps in learning and starting school.

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Setting details

Unique reference number EY482750 Local authority Cornwall Inspection number 1012190 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She lives in Truro, Cornwall. She provides childcare on weekdays, all year round.

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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 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 .

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Telephone number

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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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