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 Met

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The provision is good

Children feel settled, happy and secure in the childminder's care. They establish an understanding of routines and what to expect. Children are independent and celebrate when they achieve a task. They make choices about what activities they would like to do and the books they want to share.

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The provision is good

During the COVID-19 pandemic, children have missed out on social interactions with their peers. The childminder ensures that children receive additional opportunities to support their social development.

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The provision is good

Children have amazing opportunities to learn about nature. They recall a trip to the park and talk about the autumnal leaves they crunched. The childminder skilfully enables the children to make connections in their learning. She listens to their thoughts and ideas and reminds them about their experiences. For instance, an activity using forks to paint pictures of hedgehogs and sticking on leaves builds on the children's existing knowledge.

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The provision is good

Children learn how to share and take turns. The childminder has high expectations for positive behaviour. Children understand how to be kind to each other. The childminder is a good role model and helps children to learn how to sort out any conflicts. She provides them with ideas to play together. Children concentrate and persevere with tasks. They make good progress in their learning and are eager to try new experiences.

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need to do better?

n The childminder gathers a range of information about children's development from parents before children start. She uses this and her observations to plan a wide range of activities for learning. For example, she plans a painting activity with limited resources to help children learn how to take turns. n Children learn about looking after their teeth and how to make healthy choices. They enthusiastically brush 'play teeth', look at books and ask questions. For instance, children talk about healthy teeth and foods they should avoid. n Parents talk about the high level of support and guidance the childminder provides. For example, she provides information on how to keep children safe online. Parents comment about how they value the experiences their children receive in the community. They receive updates on their children's progress and share targets for their development with the childminder. Together, they discuss

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need to do better?

the good progress children have made, such as in their language, confidence and social skills. n Overall, the childminder provides a broad and balanced curriculum. Children enjoy their favourite stories, listen intently and join in with repeated phrases.

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need to do better?

19 October 2021 Mathematically, children explore different-sized pumpkins. However, the childminder occasionally misses opportunities to help children rhyme, sing and develop early number skills to further support their development. n All children enjoy learning about the world around them. The childminder provides them with a wide range of visits in the local area, including to the park, library and the aquarium. Older children enjoy going on treasure hunts and historical trails. n Younger children confidently explore their environment and develop their walking and talking skills. They use the toys available to learn about touch, taste and texture. The childminder has a range of sensory resources. However, she does not always make them available for children to explore to develop their curiosity further. n Children increase their vocabulary and learn the meaning of new words. The childminder supports their progress by using clear, brief instructions. She models

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need to do better?

language effectively and extends what the children say. n The childminder challenges children to solve problems for themselves. She skilfully encourages the children to have a go at a task and then celebrates their success. She sends home 'wow' cards, noting the children's achievements. This encourages the children to try again. Children smile and are proud of their accomplishments. n The childminder has attended a range of training to support her work with the children. She researches information to enhance her knowledge and to provide interesting learning experiences for children.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows how to recognise the signs of when a child may be at risk and knows what to do if she has a concern. She has attended a range of training and researched other areas of safeguarding, including how to recognise when a child may be drawn into terrorism. She has considered emergency procedures, should these be needed. The childminder has developed a range of procedures to support children's health, safety and well-being. The premises are safe and secure. The childminder carries out frequent risk assessments in her home and for wider trips within the community to ensure children's safety.

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should:

n provide more experiences to support children's sensory development n increase opportunities for children to develop their early literacy and numeracy skills.

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Setting details

Unique reference number EY398853 Local authority Plymouth Inspection number 10125688 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 12 Date of previous inspection 20 January 2015

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Information about this early years setting

The childminder registered in 2009. She lives in Honicknowle, Plymouth. The childminder provides free early education funding for children aged two, three and four years old. She operates from 7.30am to 6pm, Monday to Friday, all year round. The childminder has a relevant level 2 qualification.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in their evaluation of the provider. n The inspector observed activities and spoke with the childminder about her intentions for children's learning. n A sample of documents were viewed during the inspection. n The inspector spoke with parents to establish their views on the provision. n The childminder and the inspector carried out a joint observation of the children and discussed the learning intentions.

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Inspection activities

19 October 2021 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

19 October 2021 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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