Childminder EY343928

Inspection date

Previous inspection date 20 February 2017 3 June 2014

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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

 Children form a secure attachment to the childminder. For example, they eagerly reach out for a cuddle when tired, and they enjoy sharing favourite toys with her. The childminder is very attentive to children's needs and successfully supports their sense of belonging.  Children develop good skills in readiness for future learning and starting school. The childminder's precise assessments help her to accurately identify children's next steps for learning. She plans engaging and stimulating activities to support their progress well, such attending local activity groups together to increase children's social skills.  The childminder regularly updates her knowledge and skills through training, reading research and engaging with other practitioners. This has helped her to increase ways to support children's language skills further through music, rhymes and songs.  Self-evaluation is effective. The childminder successfully identifies and addresses

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This provision is good

targeted areas for future development, such as improving the assessment systems further, to monitor gaps in learning for different groups of children.

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It is not yet outstanding because:

 The childminder does not consistently make the most of routine opportunities for children to manage some tasks by themselves and develop their independence further.  The childminder's occasional use of closed questioning reduces children's ability to think things through to find answers and solutions.

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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

 encourage children to do more for themselves, to develop their independence and sense of responsibility further  encourage younger children to think things through to find answers and solutions.

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Inspection activities

 The inspector engaged in discussion with the childminder and children at appropriate times.  The inspector viewed the premises, toys and equipment.  The inspector sampled documentation, including safeguarding procedures, children's records and the childminder's qualification certificates.  The inspector took account of the views of parents through recently written feedback.  The inspector observed interactions between the childminder and children during activities.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder interacts sensitively and positively with children to support their well-being, learning and development. She understands the local safeguarding procedures and is confident to follow them if she has concerns about a child. She uses her thorough written risk assessments well to monitor the premises, equipment and outings to minimise potential risk. She is vigilant about children's health and safety. The childminder works closely and effectively with parents and other practitioners by sharing information about children's experiences and needs, to support good continuity of care and learning.

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Quality of teaching, learning and assessment is good

The childminder knows the children well and plans successful learning experiences to help them make good progress from their starting points. The childminder recognises that the children particularly enjoy physical and investigative play, and provides plenty of opportunities for outdoor play and exploration. Children develop good fine-motor skills and hand-to-eye coordination. For example, with good encouragement and support from the childminder, they cut and roll pieces of dough to make balls, which they flatten with the palm of their hand to make a pancake. Children express themselves creatively as they explore how to change the appearance of the dough, such as making patterns by pushing shapes into the dough to make imprints.

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Personal development, behaviour and welfare are good

Children follow the positive example set by the childminder and are helpful, kind and very well behaved. They listen attentively and follow instructions well. Children learn well about the world around them through regular visits to local places of interest with the childminder, such as the library, parks, school and social activity groups. They benefit from good opportunities to explore their own cultures and beliefs, and those of others, such as celebrating St Piran's Day and Diwali. Children follow good health and safety procedures. They understand the importance of keeping themselves clean, eating healthy foods and of regular exercise.

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Outcomes for children are good

Children confidently make choices about what they do and select favourite toys to share with the childminder. Their social skills are developing well in readiness for their move on to other settings. Children successfully identify and manage potential risk as they learn road and beach safety. They solve problems, such as connecting a wooden track to form a route for their toy train carriages to travel. Children develop good skills to support their next steps in learning.

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Setting details

Unique reference number EY343928 Local authority Cornwall Inspection number 1068815 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 11

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Telephone number

The childminder registered in 2006 and lives in the Plain-an-Gwarry area of Redruth, Cornwall. She provides care for children on Monday, Tuesday, Thursday and Friday, all year round. The childminder is in receipt of funding to provide free early education to children aged two, three and four 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 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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