Childminder EY443908

Inspection date

Previous inspection date 26 June 2017 23 November 2016

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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 enjoy the childminder's relaxed and playful attitude. They seek him out to share favourite toys and games. Children feel safe and happy in his care.  The childminder knows children well. He plans effectively to help them separate from their parents and settle well. Children enjoy a broad and balanced range of enjoyable activities that meets their individual care and learning needs well.  The childminder has made good progress since the last inspection. He works effectively with parents to establish children's starting points, identify their next steps and help children to make good progress towards the early learning goals.  Self-evaluation is used effectively to help the childminder identify areas to improve his practice. Children, parents, the assistant and his co-childminder influence this process.  The childminder monitors his own and his assistant's suitability and performance well,

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This provision is good

successfully safeguarding children and supporting their well-being.  The childminder regularly extends his knowledge and skills, for example, through reading early years publications. This has helped him improve support for children's early speech and language skills, such as using rhyming words and songs.

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It is not yet outstanding because:

 The childminder is not consistent in his use of planning to provide more challenging activities for children who prefer to learn outdoors.  Occasionally, the childminder misses opportunities to encourage children's use of number and counting during routines and 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

 plan more challenging activities to further support children's learning outdoors  increase the use of number and counting during routines and activities.

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Inspection activities

 The inspector engaged in discussion with the childminder, his co-childminder and the children.  The inspector viewed the premises, toys and equipment.  The inspector took account of the views of parents through recently written feedback.  The inspector sampled documentation, including qualification certificates, children's records and insurance.  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 confident to identify signs that a child's welfare may be at risk and knows how to report any concerns to the appropriate agencies. He successfully teaches children how to keep themselves safe. For example, children regularly practise fire drills with the childminder and learn that some items, such as hot drinks, are a hazard. The childminder works well with parents and other settings to share good information. This maintains consistency in supporting children's care and learning needs.

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Quality of teaching, learning and assessment is good

The childminder uses his secure knowledge of children to identify and address any gaps in their learning well. He plans effectively for their next steps to help them make good progress. He plans activities that truly interest children and interacts skilfully to increase their abilities successfully. For example, when children choose a toy 'Santa', the childminder skilfully introduces rhyming words, such as talking about the 'sack' on Santa's 'back', which children find highly amusing. The childminder reinforces children's good use of language by gently correcting them. For example, he repeats words, such as 'car', so children hear them pronounced correctly.

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Personal development, behaviour and welfare are good

Children feel safe and comfortable in the childminder's home. They develop good social skills and make independent choices about what they play with and where they play. Children increase their fine motor skills well indoors through activities such as shape sorting, small-world play and completing puzzles. Outdoors, they move freely to climb, run and kick a ball. Children learn about the world around them during enjoyable activities such as visiting local places of interest. They explore their own culture and learn about people's differences, for example, through the use of dolls, puzzles and books.

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Outcomes for children are good

Children are very confident, independent and talkative. They eagerly initiate games with the childminder, such as patting a balloon to one another. This results in whoops of delight, broad smiles and 'calls' for more. Children increase their coordination and language skills as they excitedly chat during activities, such as transporting small-world people in toy vehicles. They begin to recognise different shapes as they correctly push them through matching holes in a container. Children develop skills which prepare them well for future learning.

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Setting details

Unique reference number EY443908 Local authority Cornwall Inspection number 1079523 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 6 Total number of places 12 Number of children on roll 1

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Name of registered person

Date of previous inspection 23 November 2016

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Telephone number

The childminder registered in 2012 and lives in St Austell, Cornwall. He works with his wife, who is also a registered childminder. Their daughter is an assistant. The childminder provides care for children on weekdays from 6.30am until 8pm, 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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