Childminder in Cornwall

Inspection date 4 June 2019 Previous inspection date 19 October 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder forms friendly and caring relationships with children and provides good support to their social and emotional development. For example, she regularly reassures younger children with frequent cuddles and smiles. They settle quickly and feel secure. n Partnerships with parents are strong and there is an effective two-way flow of information that provides consistency and strengthens children's learning. Children make good progress from their starting points. n The childminder has a clear understanding of how children learn. She promotes their mathematical skills well during everyday activities. For example, she encourages older children to count and calculate if there are enough bananas for everyone at snack time. n The childminder establishes effective relationships with other providers and local schools. She regularly shares information about children's achievements, for example. Children take part in joint activities in school where they become familiar with the

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This provision is good

environment and staff. This helps children to move on to future education confidently. n Although the childminder reflects on her practice, she does not have a sharp enough focus on developing her practice at the highest possible level. n Sometimes, the childminder misses opportunities to encourage children to explore and experiment and follow their own ideas in 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

n develop self-evaluation systems to provide a clear focus on improving the provision at the highest level n extend opportunities for children to experiment during activities to explore and develop their own ideas.

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What the setting needs to do to improve further

n The inspector observed the childminder engaged in activities with children. n The inspector observed children with the childminder and discussed their learning and development. n The inspector looked at a range of documents, including children's records. n The inspector talked to the childminder and children at appropriate times during the inspection. n The inspector looked at written comments from parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows the signs that might lead to a concern about a child's welfare. She is clear about how to follow local safeguarding procedures. The childminder supervises children conscientiously and keeps them safe and secure in her home and on outings. She is experienced in childcare and continues to keep her knowledge and skills up to date. For example, the childminder attends training, carries out research and meets with other childminders to share good practice. The childminder monitors children's learning effectively and addresses any gaps in their development. She knows how to access support from outside agencies when children require extra help.

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Quality of teaching, learning and assessment is good

The childminder observes children as they play and makes accurate assessments of their development. This helps her to plan experiences that support children's ongoing learning effectively. She skilfully makes the most of activities to promote learning for children of different ages and stages of development. For example, as she encourages younger children to look at picture books that help them to learn new words, older children join in eagerly and enjoy talking in detail about the pictures. They develop a wide vocabulary and develop good communication and language skills. Children have fun as they learn, developing their physical skills during singing and dancing activities, for example. They join in enthusiastically, singing along together and gaining a good sense of rhythm.

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Personal development, behaviour and welfare are good

The childminder is attentive to children's individual needs and ensures they are comfortable, happy and ready to enjoy their play. Children behave well. The childminder is a good role model and encourages children to share and cooperate during activities. Older children are considerate towards the younger children. They include them in their play and show them how toys work. The childminder promotes children's understanding of healthy lifestyles effectively. Children enjoy helping themselves to healthy and nutritious snacks and benefit from regular fresh air and exercise. The childminder takes children to group activities where they experience a wide range of interesting activities. They play with a larger group of children and extend their social skills.

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Outcomes for children are good

Children become enthusiastic learners and gain the skills they need for future learning and starting school. Older children concentrate well and persevere with activities such as completing puzzles and playing games. Younger children manipulate toys and resources with increasing skill and enjoyment. Children develop independence and manage small tasks for themselves, showing pride in their many achievements.

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Setting details

Unique reference number 140508 Local authority Cornwall Inspection number 10062192 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 13 Date of previous inspection 19 October 2015

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Registers

The childminder registered in 2001. She lives in Fraddon, near Newquay in Cornwall. The childminder offers care to children on Monday to Friday, from 7am until 6.00pm, during term time and school holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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