Childminder in Plymouth

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 secure, happy, and safe. They have a very warm and close relationship with the childminder. They develop good social skills and are confident to talk to others. Children are well-mannered and behave respectfully towards each other and the childminder. For example, children are creating collage pictures. They say 'thank you' when the childminder passes them stickers to use. Children make good progress in their learning and development. The childminder uses her expert knowledge to deliver a curriculum that builds on what children know and can do. She follows the children's interests. For example, children have shown an interest in fish and have recently learned the word 'octopus'. The childminder helps them to make fish and octopus collage pictures. The children take delight in naming the different fish. The childminder helps them to think about the features that the octopus has and to count how many legs it has.

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The provision is good

Children behave well. They stay focused for long periods of time when they play. The childminder provides a wide variety of toys that meet their stage of development. For example, children take dolls on a picnic. They happily find bibs, bottles and a potty to pack in the bag. The childminder helps them say the words for the different items. This helps children learn new words rapidly.

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need to do better?

n The childminder supports children to become independent in their self-care. She uses her wealth of experience of working with children to assess and plan their next steps. For example, she works closely with parents to help children successfully potty train. Children put their own coats and shoes on when going out to play in the garden. The childminder teaches children to independently wipe their faces and clean their hands before and after meals. n Children develop confidence in social situations. The childminder takes them to toddler groups and to parks to meet other children. The children enjoy playing with others and learn how to share. They happily begin to take turns on the slides and with activities. n Parents value the care the childminder provides for their children. They find the daily feedback helpful. They enjoy finding out about the activities their children have been taking part in. Parents trust the childminder and work closely with her

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need to do better?

to support their children. n Children learn about mathematics throughout the day. The childminder helps them to count the steps they climb. Children talk about shapes, such as 'circles' they see as they play with 'googly eyes'. Children develop a good understanding of the world around them and how to care for things. For example, they help the childminder look after her new kitten. They take turns throwing a ball for it. They laugh as the kitten chases it and bats it back to them.

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need to do better?

9 November 2022 n Children use their imagination playing with the toys on offer. However, they do not have regular and independent access to natural or craft materials, and this limits creativity and imagination. n Children learn to run, climb, and crawl when they visit the park or use the garden. Children play with play dough, making marks on paper and practise using scissors. These activities develop their fine motor skills. However, children are very restricted when exploring these tools. The childminder does not always support them to use them safely or independently. n The childminder supports children to develop a good understanding of a healthy lifestyle. She provides them with healthy meals and talks to them about why different foods are good or bad for them. When it's time for a sleep, the childminder talks to the children about how important rest is. n The childminder shares children's progress and next steps with their next

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need to do better?

setting. This supports a smooth transition between settings. She liaises with the local authority for advice and to ensure her practice is up to date.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of how to safeguard children. She can confidently identify potential signs of harm from all categories of abuse. The childminder knows how to confidentially record these concerns. She knows who to report any concerns to if she is worried about children's well-being. The childminder understands that she needs to report any allegations made that may be made against herself or her assistant. She knows that these need to be recorded accurately. The childminder ensures her home is safe for children. She carries out regular risk assessments to maintain this. She has very effective systems in place to record accidents and medication.

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should:

n plan activities so children have access to tools to develop their skills to use them independently and safely n give children opportunities to freely explore craft materials to use their imagination and to test their own ideas.

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Setting details

Unique reference number 117352 Local authority Plymouth Inspection number 10234095 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 5 Date of previous inspection 7 February 2017

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Information about this early years setting

The childminder registered in 1992. She lives in Plymouth, Devon and is open 8am to 5pm, Monday to Friday, all year round. She also offers flexible hours as 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 provider and has taken that into account in their evaluation of the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke to children to find out about their time at the setting and observed the interactions between them and the childminder. n The childminder an inspector discussed how the curriculum had been implemented and the impact that this had on 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

9 November 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 November 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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