Childminder in Plymouth

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not Met (with actions)

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The provision is good

The children access a wide range of learning opportunities within the home and on planned trips within the local community. Children are motivated to learn as their interests and needs are considered when planning activities. For example, trips to the local play group and soft-play area help children to develop skills in interacting with other children as well as building confidence. Children enjoy the activities available and demonstrate a positive attitude to learning. Children are confident in their abilities and eager to try out new things.

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The provision is good

Children use their creativity and imagination during activities. For example, they select from a range of resources to make unique lanterns. They use colours, shapes and writing to personalise them. They share their delight at their achievements with the childminder, who offers them praise for their creations. Children develop a love of reading as books are readily available. The childminder plans her day to ensure time is given to sharing stories, something that children really enjoy. Children learn the difference between print and pictures and confidently try to write their name and simple stories about what they know. Children feel safe and secure, and separate well from their parents. They behave very well and develop a close bond with the childminder who is warm and nurturing.

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need to do better?

n Children are independent and confident in making choices and expressing their ideas. The childminder skilfully uses commentary and questions to encourage children to think and solve problems for themselves. n Children are well cared for as the childminder knows the children and families well. Children are able to relate learning to their own experiences with their families. They confidently talk about their family during activities, for example, when they are decorating biscuits. The childminder encourages children to decorate a biscuit for their family members. They show excitement as they use their imaginations and plan what each person would like. n Parents feel well informed and talk about the support they receive from the childminder. They value the home-setting environment and the individual care as the first step for their children in separating from them. They like the good variety of activities and trips offered by the childminder. Parents are kept up to

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need to do better?

date with the progress children make and their daily activities. n Children develop their vocabulary and mathematical understanding as the childminder uses daily activities to extend their learning. For example, when tidying, she introduces mathematical language about shape and size. She engages children in sorting, matching and grouping, making it part of play. n The childminder is aware of each child's next steps of learning and is realistic

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need to do better?

23 January 2020 and ambitious in her expectations. Children are eager to have a go at new activities and persevere to complete tasks. A respectful relationship is built and maintained between the children and the childminder. n Children are well prepared for their next steps in learning as they acquire a good range of skills and knowledge. They develop exceptional concentration skills as they are motivated by activities. From a young age, they show increasing levels of independence and are self-assured. n Behaviour is good. Children learn the difference between right and wrong and are gently guided by the childminder to make the right choices to keep themselves safe. n Children learn about healthy choices and caring for themselves. They are encouraged to follow effective hygiene routines and develop independence with feeding and drinking. The childminder celebrates achievements with children. For example, praise is given the first time a child uses an open cup successfully,

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need to do better?

instead of a beaker. n Overall, children are developing good literacy skills. However, the childminder does not always consider how she can provide examples of writing in her home to help children become even more familiar with letter shapes and sounds. n The childminder has a good understanding of the general needs of the children in her care and supports these well. However, she is less confident in how to access advice and guidance that may be available should a child require additional support to meet their specific needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has attended a range of safeguarding training. She has a secure understanding of what might cause a concern and the procedures she needs to follow to keep children safe. She knows who to contact if she has a concern. The childminder supervises children well to minimise risk and has clear rules and expectations for safe play. Risk assessments are in place for all aspects of children's experiences. Safeguarding policies are detailed and clear. The premises are secure and systems are in place to share safeguarding expectations with parents and visitors.

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should:

n increase access to print in the environment to support and build on children's early literacy skills and knowledge n further develop an understanding of the special educational needs code of practice and how to support children with special educational needs and/or disabilities.

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Setting details

Unique reference number EY346662 Local authority Plymouth Inspection number 10125624 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 to 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 7 August 2015

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Information about this early years setting

The childminder registered in 2007 and lives in Plymouth. She operates from Monday to Friday, 8am to 5.30pm.

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Inspection activities

n The inspector looked around the premises and discussed how the childminder plans to meet the learning and welfare needs for the children in her care. n The inspector observed the childminder's interactions with children and considered the impact on their learning. n The inspector sampled a range of documentation used to support the children's learning and care needs. n The inspector read feedback and spoke with parents about their views.

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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

23 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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