Childminder 102235

Inspection date

Previous inspection date 24 July 2017 29 September 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 develop a secure understanding of mathematics. For example, older children especially understand how to calculate simple sums, such as working out how many mouthfuls of food they have left to eat.  Children are busy, and enjoy play and learning. They follow instructions from the childminder well and complete simple tasks independently, such as changing clothes after nursery. Children behave well.  Partnerships with parents and other settings are effective. The childminder works consistently to support and complement children's learning and development in other settings, as well as at home. Children make good progress.  The childminder organises resources well and children choose the equipment with which they want to play. This helps them to follow their own interests effectively and develop new ones.  The childminder keeps her knowledge and skills up to date well. She completes training

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This provision is good

and has regular discussions with childminder friends about different ways to support good outcomes for children. For example, to support their physical skills.

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It is not yet outstanding because:

 The childminder does not organise mealtimes consistently to help build on children's developing social skills.  There are few opportunities for children to learn about how they are similar and different to others in their play.

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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

 provide more consistent support at mealtimes to develop children's social skills even further  increase opportunities for children to learn about the similarities and differences between themselves and others.

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Inspection activities

 The inspector observed children playing independently and with the childminder.  The inspector toured parts of the childminder's home used for childminding purposes.  The inspector spoke to children during the inspection and considered parents' views by reading testimonials written for inspection purposes.  The inspector held discussions with the childminder about how she organises her setting and plans for children's progress.  The inspector sampled a range of documents, including policies, children's records and training certificates.

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Effectiveness of the leadership and management is good

Since the last inspection, the childminder has made improvements that support positive outcomes for children. For instance, she has increased the range of sensory materials available to younger children. The childminder regularly reflects on her practice and identifies areas for improvement to benefit children, such as increasing her knowledge and skills even further by attending more training courses. The childminder is vigilant and ensures children play in safe and secure areas. She is confident to identify and report any concerns she has about their welfare. Safeguarding is effective. The childminder monitors children's progress well. She frequently summarises her observations of children to help her assess their progress and support any gaps in their development.

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Quality of teaching, learning and assessment is good

The childminder understands children's interests well and plans activities they enjoy. For example, children choose between playing with cars and threading, which helps them to make independent choices that control their own learning. The childminder uses a range of techniques to support children's development and extend their skills. For instance, in good preparation for early writing, she provides craft activities that strengthen the smaller muscles in their hands, such as using scissors. The childminder plays alongside children and role models a positive attitude to learning, such as laughing with children when they are imaginative to create pictures of their family. This encourages children to be motivated to learn.

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Personal development, behaviour and welfare are good

Children are happy. They enjoy their time with the childminder and show they feel safe and secure through their eagerness to play. Children form close bonds with the childminder, which encourages their positive self-esteem. The childminder builds on these positive feelings well through regular praise and encouragement. The childminder encourages children to build their physical skills effectively. She provides a range of opportunities, such as visits to local parks and groups where children enjoy being energetic. Children are confident communicators. During the inspection, children ably shared their experiences at nursery and provided imaginative accounts of incidents where they 'floated' in the garden.

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Outcomes for children are good

Children make good progress and enjoy experiences across all areas of learning. They are sociable and learn how to behave in groups, such as taking turns. Children develop successful language skills and are polite towards others. They learn how to be imaginative, for example, during craft activities and making up stories. Children enjoy being independent, such as using cutlery competently to eat their lunch. They develop a good range of skills to help support their readiness for their eventual move to school.

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Setting details

Unique reference number 102235 Local authority Cornwall Inspection number 1070034 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 8 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 29 September 2014

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Telephone number

The childminder registered in 1991 and lives in St Austell, Cornwall. She offers care every weekday from 8am until 5.30pm, all year round, except public holidays.

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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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