Childminder EY101497

Inspection date

Previous inspection date 5 July 2017 11 December 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

 The childminder has warm relationships with parents and children. She works in good partnership with parents to meet the individual care and learning needs of children well.  Children are happy and play well together. They enjoy being with the childminder and their friends. The childminder provides a welcoming and stimulating environment, in which children feel secure.  The childminder reflects well on her provision and continues to improve further, to the benefit of children. She seeks parents' views to help inform her self-evaluation and plans effectively for ongoing development.  Effective observation, assessment and planning enable the childminder to monitor children's learning and development well. The childminder continues to review and amend her assessment systems. For example, to develop analysis of data further to identify differences in children's learning and progress with more precision.

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It is not yet outstanding because:

 The childminder misses opportunities to build on children's individual interests and extend their learning, to further encourage development of the muscles in their hands and their interest in writing.  The childminder sometimes misses opportunities to further support children's developing mathematical understanding, to count, compare and do simple sums.

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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

 use children's interests more effectively to increase learning opportunities, to further develop the muscles in children's hands and their interest in writing  increase the opportunities for children to hear and use mathematical language to help them count, compare and divide in a wider variety of activities.

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Inspection activities

 The inspector observed the childminder and children in their indoor and outdoor activities.  The inspector held discussions with the childminder and talked to the children.  The inspector read feedback from parents and the childminder's self-evaluation information.  The inspector looked at a sample of children's records of development.  The inspector checked required documentation, including qualification and insurance certificates.

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Effectiveness of the leadership and management is good

The childminder has addressed the last inspection recommendations well. She has improved her system to share information about children's development with other providers, to work in effective partnership. The childminder increased her use of letters, numbers and pictures to support children's early literacy skills more effectively. To further develop and improve her skills, the childminder acquires and uses information from the internet. For example, she learned new recipes for children's cooking activities and increased the range of sensory play opportunities. Safeguarding is effective. The childminder updates her good knowledge and awareness of the procedures that enable her to safeguard children's welfare.

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Quality of teaching, learning and assessment is good

The childminder interacts well with children during their activities to support their development. For example, the childminder repeats words and phrases to model language clearly for children to copy. The childminder encourages children to concentrate, listen and take turns with success. For instance, children cooperate well as they play a matching game with the childminder. Children enjoy imaginative play and run around with excitement as they act out a popular story. The childminder takes children to groups and on a variety of outings. She provides good opportunities for children to socialise and enjoy different experiences, to support their learning well.

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Personal development, behaviour and welfare are good

Children behave well and understand the childminder's expectations of them, which helps to keep them safe. For instance, the childminder teaches children to 'stop and stand still' if she sees a risk when they are on an outing. The childminder is conscientious about children's individual care needs and takes effective steps to support their good health. Children make good progress from their starting points. For example, they develop self- care skills and increasing levels of confidence. Children feel secure with the childminder and understand the routines of the day. For instance, the childminder shows children the hands and numbers on the clock to tell them when it is nearly snack time.

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Outcomes for children are good

Children respond well to the childminder and are eager to follow her suggestions. For example, children readily sit at the table with her to play with the dough. They finish each activity before asking for or starting another, showing good concentration and engagement. Children enjoy their activities and develop the skills they need to be ready for school.

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Setting details

Unique reference number EY101497 Local authority Cornwall Inspection number 1070437 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 4

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Name of registered person

Date of previous inspection 11 December 2014

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Telephone number

The childminder registered in 2002 and lives in St Austell. Care is available on Monday to Thursday from 8am to 6pm, all year round, except for the childminder's holidays. The childminder receives early education funding to provide free places for children aged two, three and four years. The childminder has a childcare qualification at level 3.

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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

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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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