Childminder EY441665

Inspection date

Previous inspection date 9 May 2017 14 January 2015

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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 feel secure. They settle quickly with the childminder, which helps them to be ready to play and enjoy learning. They are happy and behave well.  Children develop a very secure knowledge of basic mathematics. The childminder uses a variety of mathematical language, such as high and low, and challenges children to make simple calculations as they sing number rhymes, such as 10 green bottles.  Partnerships with parents are effective. The childminder exchanges information with parents regularly, which helps to contribute to children's all-round needs, such as daily routines and activities.  The childminder effectively keeps her knowledge and skills up to date. For example, she attends a variety of courses that helps her to support children's ongoing development needs and secure positive outcomes. For example, she attends sign language courses to support children's early communication skills.

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It is not yet outstanding because:

 The childminder does not always allow children enough time to join in with conversations, such as to help extend their thinking skills further.  At times, the childminder does not follow children's interest to explore and investigate some resources fully, for example, those used in planned activities, to secure their understanding even further.

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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

 support children's thinking skills more effectively to enable them to test new learning ideas and make links in their knowledge and skills  provide children with more opportunities to explore and investigate resources and equipment fully during activities to help secure their knowledge further.

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Inspection activities

 The inspector observed children playing with others during organised activities.  The inspector considered parents' views by reading written testimonials.  The inspector conducted a joint observation with the childminder.  The inspector discussed with the childminder how she organises activities and plans for children's learning and development.  The inspector sampled a range of documents, including children's records, policies and suitable persons vetting checks.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is confident to identify and report any concerns she may have about a child's safety and welfare. She keeps her knowledge of safeguarding up to date, so she can respond promptly. The childminder has addressed the recommendation set at the last inspection well. For example, she includes more opportunities for children to develop their knowledge of letters. For instance, during the inspection, children sounded letters and gave correct words, such as 'e' for egg. The childminder successfully monitors children's progress and has effective systems to help her identify and support any gaps in their development. The childminder works well with other professionals involved in children's development, such as speech therapists.

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Quality of teaching, learning and assessment is good

Overall, the childminder interacts well with children. She has secure methods to help her plan effectively for children's learning needs and offers relevant opportunities they enjoy. Children choose the spaces where they want to play, such as in a sensory area or outside. This effectively supports children who prefer learning in different environments. Children learn to develop competent social skills. They take part in group activities and show kindness and consideration towards others, such as finding favourites toys to comfort others.

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Personal development, behaviour and welfare are good

The childminder is a positive role model. She is calm and patient, responding to children's needs well. For example, when children become anxious, she gives them cuddles and reassurance, which helps them to settle. The childminder frequently praises children. For instance, she tells them good job and to give yourself a clap for their achievements. Children learn to follow instructions well, such as when helping to tidy away. They learn to complete simple tasks that help to increase their independence skills securely, such as peeling fruit.

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Outcomes for children are good

Children make good progress in relation to their starting points. They enjoy activities across all areas of learning. They learn to develop a secure sense of healthier lifestyles, such as eating treats and food that is good for their bodies. They develop competent physical skills and are energetic, such when as dancing with balloons. Younger children develop very early literacy skills, such as using pens to make marks, and older children learn about different letter sounds. Overall, they are well prepared for their next stages in learning and eventual move to school.

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Setting details

Unique reference number EY441665 Local authority Cornwall Inspection number 1097557 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 14

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Name of registered person

Date of previous inspection 14 January 2015

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Telephone number

The childminder registered in 2015 and lives in St Columb, Cornwall. She offers care every weekday from 8am until 6.30pm, all year round, except for public holidays. The childminder receives funding for the provision of free early years education for children aged two, three and four years. The childminder works alongside her husband, who is also a registered childminder.

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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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