Britten Angela Marie

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

p.1

The provision is good

Children are happy and secure in this welcoming home-from-home setting. They form friendly and secure relationships with the childminder and her assistants. Children regularly receive cuddles and reassurance from the childminder and she follows their familiar routines. She is very responsive to their individual needs, such as noticing when they need a rest or a snack. The childminder is a good role model and children know how to behave well. They share toys and take turns during play.

p.2

The provision is good

The childminder and her assistants are enthusiastic and encourage children to take part in the interesting activities on offer. They play alongside children and keep them engaged. Consequently, children show enjoyment and become absorbed in their learning. For example, as children squash and roll scented play dough they enjoy using their senses and develop good manipulative skills.

p.2

The provision is good

Children enjoy a wide variety of regular outings, such as to local woods and the beach. They learn about the natural world and enjoy being physically active.

p.2

The provision is good

Due to the COVID-19 pandemic, parents are unable to enter the setting. The childminder continues to communicate with parents to ensure she shares information effectively. Therefore, this has had no impact on children's learning and development.

p.2

need to do better?

n Children gain good speaking and listening skills. The childminder talks to them throughout activities, supporting their understanding and helping them to learn new words. For example, the childminder talks about the texture of the lentils and flower petals as they have fun mixing 'magic potions' in the mud kitchen. Children listen with interest and extend their vocabulary. n The childminder has a good understanding of child development and notices what children already know and can do when they start to attend. She completes the progress check for children aged between two and three years to assess the progress they make. The childminder identifies next steps to build on children's understanding and skills. However, she does not focus precisely on what she knows about children when planning and delivering some activities, to ensure all children make the best possible progress. n Children have lots of opportunities to enjoy creative activities. For example, they

p.2

need to do better?

concentrate to make pictures of tigers after looking at celebrations of Chinese New Year. The childminder and her assistants encourage children to think about the colours they are using and talk about tigers. However, children stick their coloured paper onto a pre-drawn picture, so they are not able to experiment and follow their individual ideas.

p.2

need to do better?

26 January 2022 n Children follow good hygiene routines, such as washing their hands before eating. They enjoy sitting together as they help themselves to healthy and nutritious snacks and meals. The childminder extends their learning and supports their social skills effectively. n The childminder quickly notices when there are gaps in children's learning and development. She works effectively with other professionals to provide the extra support needed. This means that all children develop their skills across the curriculum and enjoy learning. n The childminder and her assistants are very enthusiastic about developing the setting further. They evaluate their practice continually and work together to make improvements that improve experiences for children. They attend training that enhances their knowledge and skills and share good practice with each other. n The childminder encourages children to be independent and manage tasks, such

p.2

need to do better?

as putting on their own coats and shoes. They help to tidy away after activities and help to keep the environment tidy and safe. The childminder forms strong links with local schools. For example, she talks to school staff about children's achievements. This helps children to move on in their education with confidence.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of safeguarding matters. She knows the signs and symptoms that might give her cause for concern about a child's welfare. The childminder and her assistants attend regular training to keep their knowledge up to date. They are clear about the correct procedure to follow to keep children safe from harm. The childminder ensures that children are safe and secure in her care. For example, she conscientiously supervises children at all times and regularly monitors them when they are sleeping.

p.3

should:

n use what is known about children to plan even more precisely for every child to continually build on and extend their learning further n provide more encouragement to children to experiment during creative activities to help them to develop their individual creative skills and techniques.

p.3

Setting details

Unique reference number 102647 Local authority Cornwall Inspection number 10125376 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 18 Number of children on roll 24 Date of previous inspection 9 September 2015

p.4

Information about this early years setting

The childminder registered in 1997. She lives in Bodmin, Cornwall. The childminder receives early education funding to provide free places for children aged two, three and four years. She employs assistants to help with the care of the children. The childminder has a relevant childcare qualification at level 3. Care is available to children from Monday to Friday, during term time and school holidays.

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 their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. 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, including the suitability of assistants. n The inspector talked to the children, the childminder, and her assistants at appropriate times during the inspection. n The inspector took account of the views of parents in written comments.

p.4

Inspection activities

26 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.

p.4

Inspection activities

26 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6