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 Not applicable

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The provision is good

Children settle quickly with this childminder as they have very strong bonds with her. They happily enter her calm and inviting home, eager to see what they can play with. Children choose books to read and create structures with blocks. Children make good progress as the childminder knows them well. She uses this knowledge to plan a well-sequenced curriculum to support their interests and needs. Children learn to share and consider others when they play. For example, they explore play dough, creating creatures and making marks in it. They share their tools as they work and ask each other for help if they need it. They learn words for colours and shapes as the childminder models language to support their speech.

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The provision is good

Children chatter happily as they play together. Children are very secure here as they feel safe. They confidently ask for things they want, such as a drink or snack, and know that the childminder will support them. For example, toddlers reach up for cuddles and comfort and enjoy sharing books with the childminder. Older children ask for information on bats. The childminder is very creative at finding this information using the internet. The children learn about where bats live and what they eat.

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need to do better?

n Children learn about the world around them through different-planned activities. The childminder takes them on outings in the local area. They explore local beaches and parks and develop an awareness of nature and the changes in the seasons. Children learn new words for things they discover. They follow adult instructions and learn to stay safe on these outings. At the childminder's home, they help feed the chickens and collect eggs, exploring life cycles. Children learn about festivals and cultures through stories and books and experiencing music and food from these celebrations. n Children explore weights and measure as they cook and bake. They follow recipes and create tasty snacks. Children explore textures through creating models and colouring activities. They develop their fine-motor skills by learning how to use scissors and making marks with different tools. Children count out blocks they need to build structures. They talk about the shapes they use,

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need to do better?

labelling squares and rectangles. Sometimes, children's learning opportunities are missed as resources are not as varied as possible within the setting. Children do not always have access to choose open-ended resources to test their ideas and thinking. n Children learn to share and think about others. The childminder reminds them to consider each other's needs and be kind to each other. Children politely ask each other for toys they want to play with and share the coloured pencils when

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need to do better?

1 June 2022 making pictures. The childminder helps children to label their own emotions and manage their feelings well. This means that the atmosphere is calm and children stay engaged in play for long periods of time. n Children develop a strong understanding of why healthy lifestyles are important. The childminder provides children with dental packs to take home. This supports them to look after their teeth when at the setting and also at home. Children learn about the importance of healthy eating. They discuss healthy foods and grow vegetables with the childminder. She makes good use of local outdoor spaces to promote children's physical development. They learn to run freely and negotiate space, climb and jump. n Partnerships with parents are very effective at this setting. The childminder works closely with parents to help children become independent and ready for school. For example, the childminder supports parents with toilet training. She

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need to do better?

shares children's learning with parents on a regular basis. She keeps them informed about their children's next steps so they can support their children at home with them too. n The childminder is very reflective and ambitious. She is passionate about children's outcomes and wants them to achieve the best possible start in life. She identifies areas for her own development extremely well and puts plans in place to support these. She attends regular training and has close links with other childminders to share ideas and develop practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of how to safeguard all children in her care. She is very proactive in seeking training, so her knowledge stays relevant and up to date. She is very knowledgeable about all areas of safeguarding, including all issues, such as 'Prevent' duty. The childminder regularly risk assesses her home and places she visits with the children, such as the local park. She teaches children how to keep themselves safe when walking to the park and how to cross the road safely.

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should:

n offer a greater selection of challenging and experimental activities to further extend children's learning and allow them to test their ideas and thinking.

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Setting details

Unique reference number 2544642 Local authority Cornwall Inspection number 10215494 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in St. Keyne near Liskeard in Cornwall. She receives early years government funding for two-, three- and four- year-old children. She holds a relevant early years qualification at level 3.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on the children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 June 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

1 June 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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