Trethewey, Samantha Jane, Mrs

Overall effectiveness Outstanding

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

p.1

The provision is outstanding

Children thrive in this welcoming, homely environment where they are happy and secure. Their emotional well-being is extremely important to the childminder. She continually nurtures children's confidence and self-esteem so they become able and motivated learners.

p.2

The provision is outstanding

Children are extremely fluent and competent communicators, which supports their learning throughout the curriculum. They regularly enjoy sharing books, where they develop a rich vocabulary through extended discussions with the childminder. For example, they read a book about farm vehicles with great interest and the childminder skilfully encourages them to explain how a cultivator and a seed drill work. They use complex sentences and learn new words, such as 'furrow'. They eagerly talk about 'loving' familiar books and extend their literacy skills.

p.2

The provision is outstanding

Children's behaviour is exemplary. There are regular conversations about having consideration for others. The childminder fosters a calm atmosphere where children share resources and look after each other. She has consistent boundaries, such as not climbing on furniture, so children understand the expectations for behaviour.

p.2

The provision is outstanding

Children benefit hugely from rich opportunities to develop healthy lifestyles and explore the natural world. Each day, they experience the work on the farm where the childminder lives. They help to care for animals and thoroughly enjoy carefully collecting eggs from the chickens.

p.2

need to do better?

n The experienced childminder designs her curriculum creatively. There is a strong focus on using children's interests and curiosity to build on their achievements. For example, after noticing the frost during winter mornings, children become curious about how ice forms. They develop their individual creativity as they make 'frozen decorations' and watch with interest when they melt in the sun. Children securely build on their awareness of how materials change in the natural world. n The childminder is skilled at adapting activities for children of different stages of development so that they all achieve successfully. For example, older children experiment with weighing ice cubes and understand how to make the scales move up and down. Younger children spend significant amounts of time enjoying the sensory experience of handling the ice cubes. n Children display impressive physical skills during their many outdoor play

p.2

need to do better?

opportunities. They quickly develop their own sense of risk and set their own challenges. For example, they enthusiastically climb on bales of hay and show great delight as they manage to jump down a bit further each time. This

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need to do better?

20 January 2022 promotes their self-esteem as well as their ability to climb and balance. n Children's individual needs are paramount. The childminder knows when to guide their play and when to stand back to allow them to interact with each other and experiment with resources. Children are keen to play and learn, and become deeply engaged in all they do. The childminder is sensitive and responsive to children's individual needs. Children relax and enjoy a cuddle when they need to and after energetic play. They benefit from nutritious, home- cooked meals, so they have lots of energy and are ready to play and learn. n Parents speak very highly of the care their children receive. They appreciate the close communication and value the regular two-way flow of information. The childminder makes suggestions about home learning that parents are able to enjoy with their children. This consolidates and extends learning so that children

p.2

need to do better?

make the best possible progress. The childminder adapted some of her practice due to the COVID-19 pandemic. However, due to the continued communication with parents, children are making excellent progress. n The childminder is highly reflective of her setting and different approaches to early years education. For example, she has researched ways of enhancing children's understanding of nature and the world in which they live. They enjoy learning from a rich range of first-hand experiences, such as exploring the nearby woods. Children benefit from the highest quality care and become very secure in the skills they need to move on to their future learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a robust knowledge and understanding of safeguarding and child protection. She knows the signs and symptoms of neglect and abuse and the procedures to follow to keep children safe from harm. The childminder attends regular training to keep her understanding up to date, including any changes in legislation. Keeping children safe and secure is a high priority for the childminder. She continually assesses risk and provides excellent encouragement to children to play safely. For example, children follow strict hygiene routines after handling animals on the farm.

p.3

Setting details

Unique reference number EY275800 Local authority Cornwall Inspection number 10125542 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 9 December 2015

p.4

Information about this early years setting

The childminder registered in 2003. She lives in the village of Helland, near Bodmin, Cornwall. Her service is open Monday to Thursday throughout the year. The childminder holds an early years qualification at level 3. She receives funding to provide free early education for children aged three and four years.

p.4

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 that into account in her evaluation of the provider. n The childminder and the inspector completed a learning walk together and discussed the early years curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

20 January 2022 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

20 January 2022 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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