Childminder 102601

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are extremely happy and settled. They clearly feel safe and secure in the setting. The childminder is highly passionate to provide the best opportunities for children. She understands their uniqueness, including individual likes and requirements. She sensitively meets their needs. For example, when children are tired or emotional, she quickly soothes and reassures them. This helps children to feel nurtured and content. There are very positive relationships with parents, who comment on the childminder being approachable and supportive. Parents seek advice and receive good support on aspects of their children's development. Children enjoy a home-from-home experience at the setting.

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The provision is good

Learning is led by the children. They choose what they want to play with and the childminder uses their interests well. Children are mostly engaged and confidently explore the range of activities on offer. Promoting communication is a strength at the setting. The childminder competently uses age-appropriate language. For example, during nappy changing, she happily and tenderly talks to babies about what is happening and what they are doing. The childminder clearly and calmly repeats words to help young children develop their speaking skills. She introduces new words for older children to extend their vocabulary. She shows children how to use signs with speech to aid their communication further.

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need to do better?

n Children are very considerate towards each other. They regularly share, take turns and work together. Children ask each other what they would like to play with and help tidy up with dustpans and brushes. The children have good listening skills and respond positively to instructions from the childminder. n The childminder encourages the use of 'please' and 'thank you'. Children enjoy a healthy fruit snack and lunch at the table and use good manners. n Children receive good support to develop their problem-solving skills. For example, they persevere to find different ways to remove the cars when they are stuck in the toy garage. n The childminder consistently praises children's efforts. For example, she celebrates when children write their name correctly. The childminder supports children's emotional well-being effectively. She readily adapts activities according to their feelings and needs. n Snow, ice and cold spark much interest for the children, and the childminder

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need to do better?

links the learning of letters and sounds to the topic. Children look for objects beginning with the letter and sound 's' in a basket filled with pretend snow. n Children enjoy making igloo shapes in the sand pit using flour, oil and cups. Most of the children gain from this experience as they fill and turn over the cups to make the dome shapes. However, the childminder does not always ensure

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need to do better?

15 January 2020 children who are working at a more advanced level learn as much as they could. She does not extend the activity to meet all children's next steps in learning. n Children learn about their local community through frequent visits to the zoo, park, post office and shops. They enjoy rhythm and rhyme sessions and visits from the fire brigade and police when they go to the children's centre. Festivals, such as Diwali and Chinese New Year, are shared with the children as they decorate jars with candles and make lanterns. The childminder supports older children's curiosity about world events. They talk about the fires in Australia and make fire hats. n Children enthusiastically choose to play with large beads and work bench tools, and access mark-making resources. They are excited to play in the garden on scooters and bikes after lunch. The youngest children are included in all aspects of the day, for example messy play, building bricks and listening to stories.

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need to do better?

n Children's long-term memory is enhanced. The childminder questions children to help them recall past events. Photographs of children's families and previous activities are on display. This prompts delightful conversations about home and what children have enjoyed. n The childminder regularly self-evaluates her own practice and seeks out further professional development to enrich the children's experiences. She researches different styles of provision and is gradually introducing an alternative option of natural play resources which she believes will provide additional imaginative play opportunities for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is committed to keeping children safe and has a thorough knowledge of what to do if she has a concern. Her priority in safeguarding the children in her care is evident in her work with other agencies and local settings. She knows where to go for additional advice and keeps up to date with her training. The childminder is confident in spotting the signs and symptoms of potential abuse and radicalisation. Children learn about keeping safe online, and the use of the internet by children in the setting is monitored and supervised.

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should:

n develop opportunities for children to be extended in their next steps. For example, ensure activities are differentiated so that all children are appropriately challenged.

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Setting details

Unique reference number 102601 Local authority Cornwall Inspection number 10125373 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 0 to 9 Total number of places 6 Number of children on roll 9 Date of previous inspection 10 September 2015

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Information about this early years setting

The childminder registered in 1999 and lives in a hamlet near St Austell, Cornwall. She operates between 7.30am and 6pm, Monday to Friday, throughout the year. The childminder provides funded nursery education for children aged two, three and four years. She has a certificate in early years practice.

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Inspection activities

n The inspector viewed all areas of the setting with the childminder. n Children were observed during their play. n The inspector carried out a joint observation with the childminder. n The inspector sampled children's assessment and planning and took into account the views of parents. n The inspector checked qualifications and the suitability of all persons.

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Inspection activities

We carried out this inspection 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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Inspection activities

15 January 2020 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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