Janet Peacock

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 enjoy their time with the childminder, who is warm, caring and friendly. They feel safe and secure in her care and have formed positive relationships together. All children make good progress from their starting points. The childminder finds out about children's interests at home and incorporates these into her curriculum to support their next steps in learning. Younger children learn from sensory activities, such as 'treasure baskets', exploring a variety of household items. They independently discover how the items feel and the sounds they make. Older children develop good problem-solving skills, working out what each item could be. For instance, they smell a small pillow filled with herbs and recognise it as lavender.

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The provision is good

Children have good opportunities to be independent. They self-select resources from the picture labelled boxes and know where to return them once they have finished playing. All children show a willingness to carry out small tasks and enjoy the responsibility of helping the childminder. Older children find and carry their younger peers' water bottles to the table in preparation for snack time. They sit and talk together, supporting good social and communication skills.

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need to do better?

n The childminder provides children with plenty of outdoor experiences. Children go on daily outings with her, including to the local parks, farmyard and aquarium. They also enjoy taking autumnal walks together. Children excitedly talk about how conkers fell from the tree and how they had to be careful so that they did not land on their head. They collect items from their trips, such as leaves. They use these when returning to the childminder's home for creative activities, including 'leaf printing'. n Partnership with parents is good. The childminder ensures she receives detailed information about children and their family when first starting to help cater for their individual needs and care routines. The childminder provides parents with relevant information regarding their child's development. She shares her policies and procedures, although the childminder does not consistently help older children to understand safe practices when using technology outside of the

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need to do better?

setting. n Children enjoy a range of mark-making activities. They use dough, paint and 'doodle mats'. Children use pens filled with water to make marks on the mat. Younger children make simple vertical lines, and older children practise writing the initial letter of their name. They use this knowledge to identify their name on their coat peg and where their face flannel is located. n The childminder attends mandatory training and uses some of her existing skills from when she was a registered nurse to support her paediatric first-aid

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need to do better?

18 October 2022 knowledge. The childminder uses American sign language and key words from children's home language. For instance, she uses the Finnish word 'äiti', meaning 'mum', to embrace children's heritage and to support their dual language. However, she does not consistently build on her professional development to support children's learning even further. Nonetheless, she is aware of this and has plans to carry out future research to deepen her understanding even more, particularly around children with special educational needs and/or disabilities (SEND). n Children develop good communication skills. Younger children babble and use single words, while older children speak clearly in sentences. The childminder encourages children to repeat words with the correct pronunciation. Children use words to describe items, such as 'soft', 'hard', 'rough' and 'smooth'. The childminder encourages the children to feel different textures, so they fully

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need to do better?

understand the meaning of these words. n The childminder helps children to learn about mathematics as they play. As children eat their breadsticks, the childminder encourages them to count how many they have, using their fingers to represent numerals. When children break these into pieces, the childminder asks, 'Which is the smallest and which is the biggest?' Children then use them to make shapes on their plate before eating them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children have a good understanding of the childminder's rules and boundaries within her home. They know to sit down at the table when eating and to always use 'kind hands and feet'. Older children understand the need to be careful with play equipment around their younger peers. The childminder understands her role and responsibility in safeguarding children. She knows how to recognise if a child may be at risk of harm and the procedures to follow should she have concerns about their welfare. Similarly, her policies reflect what to do in the event of an allegation being made against her.

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should:

n further extend children's understanding of safe practices when using technology outside of the setting n extend professional development opportunities, particularly around SEND, to provide additional support to children.

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Setting details

Unique reference number EY448467 Local authority Plymouth Inspection number 10235824 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 8 Date of previous inspection 9 January 2017

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Information about this early years setting

The childminder registered in 2012 and lives in the Peverell area of Plymouth. Care is available Monday to Thursday from 7.30am until 5pm, all year round, except for the childminder's holidays. The childminder offers overnight care when required.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder talked to the inspector about the early years curriculum and what they want children to learn. n The inspector spoke to the children and observed what they like to do at the setting. n A sample of documentation was looked at, including safeguarding policies, the childminder's suitability and written statements from parents. n The childminder and the inspector carried out a joint observation of a sensory activity.

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Inspection activities

18 October 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

18 October 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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