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 Good

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The provision is good

Children are exceptionally happy on arrival. Their friends greet them with smiles and they settle quickly at the table to play. Children have a strong sense of belonging as they find their name and mark themselves present on the self- registration board. Older children find the day of the week. As a group, all the children talk about what the weather is like and select the corresponding picture to pin up. Children proudly find their names and this helps build their self-esteem.

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The provision is good

Each child has a named box with photographs from home. Children delight in looking at the photos and talk about their pets and family members. This strengthens the links between home and the setting and helps children feel secure. Children choose to roll play dough to make pretend worms and snails. They comment on which is the biggest and which is the smallest and use pine cones to represent the shell. Children recall past times when they have made play dough snails and they all laugh about it.

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The provision is good

Parents are highly complimentary about the setting and feel their children are especially well nurtured and happy. Parents comment positively on the daily feedback they receive and the progress their children are making at the setting. Children visit the beach, the maritime museum and a local castle. Children talk about these past trips and remember animals they saw.

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need to do better?

n Children look at photographs of eggs hatching. The childminder links this learning to previous knowledge, where another provider that children attend have young chicks. Children eagerly share a book about chicks and this widens their knowledge of the natural world. n The childminder follows the children's interests and patterns of repeated behaviour to identify their preferred methods of learning. For example, younger children like to transport items around the setting and they fill and empty containers of water in the garden. Children show perseverance while aligning the containers to catch the water from the water butt. Children are very polite and tell each other they did 'a super job'. n Children are curious learners and love to explore. They experiment how to make ice melt by adding sand and water, observing the melting process until they see a dinosaur revealed in the ice. Children use pipettes to suck up water and slowly

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need to do better?

fill measuring containers and funnels one by one. However, they are not consistently supported to count or make reference to numbers in their play to support their mathematical development. n Chalkboards and chalk are available for children to make marks and write on. The children tell the childminder 'this is my writing' and she celebrates and

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need to do better?

9 March 2022 praises their efforts. Children further develop their fine-motor skills when painting, constructing train tracks together and buttoning dressing-up clothes. n Children routinely wash their hands before they eat and enjoy healthy snacks, such as hummus, crackers and oranges, as well as growing peas in the garden. Children practise how to spread hummus with a knife and older children kindly help younger ones peel their fruit. n The childminder supports children with additional needs in partnership with parents. Children enjoy singing familiar songs and reading well known storybooks. Children chose an object from the 'song sack' and join in with traditional nursery rhymes. The childminder asks children questions to aid communication. However, she does not use additional strategies to promote their language and communication skills further. n Imaginative play is embraced. Children dress up as superheroes and pretend to

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need to do better?

be a wizard to 'make things disappear'. Children put on a talent show and pretend they can fly and become invisible. The childminder encourages their creativity and this makes the children feel confident. n Children look at an atlas and a book about babies from around the world. This teaches them about other countries and broadens their knowledge of culture and diversity. The childminder cooks food from around the world with the children, such as noodles and curry, to further extend their understanding of food cultures.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly risk assesses her home and enclosed garden for hazards to reduce the risk of accidents. The childminder gathers information on children's allergies upon enrolment, meeting children's health needs effectively. The childminder has an up-to-date paediatric first-aid certificate so she can attend to any minor injuries. The childminder is confident in recognising signs and symptoms of abuse and knows which agencies to contact if she has any concerns. The childminder keeps her safeguarding training current and keeps abreast of local issues to ensure she can respond to any welfare concerns swiftly.

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should:

n plan and organise more opportunities for children to count and use numbers in their play to support their mathematical development further n develop further strategies to use with children to promote their communication and language skills even more.

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Setting details

Unique reference number EY455013 Local authority Cornwall Inspection number 10062212 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 5 Number of children on roll 5 Date of previous inspection 5 October 2015

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Information about this early years setting

The childminder registered in 2013 and has a suitable childcare qualification at level 6. The childminder provides full day care for children on a Wednesday and Thursday each week between 7.15am and 5pm, all year round. The childminder receives funding for the provision of free early education for children aged two, three and four years.

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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 inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to and communicated with the inspector during the inspection and parents shared their views of the setting with the inspector. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder showed the inspector documentation to demonstrate her ongoing suitability.

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Inspection activities

9 March 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

9 March 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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