Childminder in Cornwall

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 settle quickly in the childminder's warm and welcoming home. The childminder forms close and caring bonds with them, which gives them a good sense of security. The childminder is attentive to children's needs. She ensures children have a snack when they feel hungry and have a rest when they need to. Children feel ready to be physically active and enjoy the many visits to local parks and beaches.

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The provision is good

The childminder is a good role model and treats children with kindness. Consequently, children behave well towards others. They share and take turns with the childminder's gentle guidance and know her boundaries for good behaviour. Children follow good hygiene routines. They know the importance of regular handwashing and cleaning their teeth.

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The provision is good

The childminder's curriculum focuses on teaching children how to lead a healthy lifestyle. For example, they grow produce in the childminder's allotment. Children enjoy being out in the fresh air and begin to understand where food comes from. They harvest what they grow and use it when they help to cook tasty and nutritious meals. The childminder encourages children's independence and they enjoy opportunities to do things for themselves, such as when concentrating carefully to chop fruit and vegetables.

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need to do better?

n The childminder gets to know children well and focuses on their interests to plan activities for them to enjoy. She designs a curriculum that helps children to consolidate what they already know and build on their understanding. For example, children enjoy learning about colours as the childminder skilfully reads a book with them. She enthusiastically brings the story to life as children listen with great interest. The childminder gives children opportunities to use wooden animals as they join in with familiar phrases. This supports their early literacy skills and promotes their love of books. n The childminder provides a wide variety of activities that engage children and support their learning and development. For example, children concentrate well as they experiment with paint. The childminder encourages them to look at a display of flowers as they explore the shapes and colours. The childminder

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need to do better?

interacts with children well and they enjoy using their hands and brushes to make pictures. However, sometimes activities do not fully support the planned learning outcomes. For example, they do not get to know the names of the parts of the flowers and begin to understand more about the natural world. n The childminder is experienced in childcare and continues to develop her practice further. For example, she carries out research into different approaches

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need to do better?

24 February 2022 to learning. This has led to a focus on supporting children's well-being and enjoyment of outdoor play. The childminder is proactive in meeting with other childminders to share good practice. Children benefit from a wider range of activities and socialise with other children. n Overall, children make good progress in their speech and language development. The childminder has lots of conversations with children and uses signing to support their understanding. Children enjoy talking about their families and familiar experiences. However, at times, she does not wait for children to answer questions fully or notice when some children use dummies for long periods of time. This means that they are not consistently able to practise pronouncing words correctly. n Partnerships with parents are strong. Parents make very positive comments about the care their children receive. They appreciate the regular communication

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need to do better?

about children's achievements. In addition, the childminder provides families with a wealth of useful information about early education. During the COVID-19 pandemic, the childminder shared activities with parents, such as stories and games to play with children at home. This helped to maintain consistency and continuity for children's learning and development. n The childminder quickly notices any gaps in children's development and seeks help from other professionals when necessary. She forms effective links with local schools. For example, she attends visits to schools with children when the time comes for them to move on in their education. This helps them to settle in quickly and enjoy all that school life has to offer.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to keep children safe and secure. She keeps her knowledge of child protection matters up to date by attending regular training. The childminder knows the signs and symptoms that might lead to a concern about a child's welfare. She is clear about how to follow local child protection procedures to keep children safe from harm. The childminder encourages children to keep themselves safe. For example, she teaches them about road safety and how to use a pedestrian crossing.

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should:

n improve interactions with children during activities to extend their learning and help them to make progress at the highest level n allow children more time to think and respond to questions, and reassess children's use of dummies to enhance their communication and language skills.

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Setting details

Unique reference number EY286672 Local authority Cornwall Inspection number 10125559 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 6 Number of children on roll 7 Date of previous inspection 15 January 2016

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Information about this early years setting

The childminder registered in 2004. She lives in St Austell, Cornwall. She provides care for children on weekdays, all year round. The childminder receives funding for the provision of free early education to children aged two, three and four years. She holds a level 3 qualification in childcare.

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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 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 children's learning as they were engaged in an activity. n The inspector talked to the childminder and children at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents in their written comments.

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Inspection activities

24 February 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

24 February 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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