Brett, Gail

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 happy and feel secure in this childminder's home. They explore the environment with confidence and independently choose activities to play with. Children have strong bonds with the childminder and look to her for reassurance and support. Children who are very new to the childminder's care are extremely well settled and confident in her home. The childminder provides an ambitious curriculum that supports all children to make good progress across all areas of learning. The childminder speaks to the children with warmth and care, and the children are eager to respond to her. Children get lots of encouragement from the childminder. She is quick to extend learning and shares lots of new words with the children, such as saying 'limpet' when discussing shells found on the beach. The childminder explores early mathematics ideas, such as comparison. For example, she helps the children compare the size of oranges they have at lunchtime. The

p.2

The provision is good

childminder provides lots of opportunities for singing and shares stories with the children throughout the day.

p.2

The provision is good

The children learn lots from regular outings. They enjoy visiting the local beach and attending music sessions at a local library. They also attend the village playgroup weekly. The childminder uses opportunities on outings to support children with their next steps in learning. For example, she took the children to the local beach, and the children developed their early writing skills by using chalks to retell a story they all love, in pictures, on the seawall.

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need to do better?

n The childminder has effective procedures in place for gaining and sharing information with parents when children start at her setting. She adapts the number of settling-in sessions to what the children need so that children are settled and confident when they first start with her. All children blossom under her caring and sensitive approach. n The childminder has built excellent relationships with the families she serves, and she communicates daily with them about the care and development needs of their children. The childminder shares 'wow' moments of children's day when their skills and knowledge are progressing well. For example, she is eager to share with parents how well children explore the storybooks independently. n The childminder provides well-embedded learning activities that help children to develop new skills. She uses her detailed knowledge of the children to decide what they know and can do and what they need to learn next. All children are

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need to do better?

ready for the next stage in their learning. n Interactions between the childminder and the children are of a good quality and extend the learning and development of all children. For example, the children enjoyed playing a shape-sorting game, and the childminder used this

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need to do better?

19 April 2023 opportunity to revise shape names with the older children and colours with the younger ones. n Parents appreciate the care that the childminder gives to their children. They are thankful for the support and advice she offers and feel they are kept well informed of the progress their child is making and how they can support learning at home. They particularly appreciate the advice the childminder gives about helping children develop a liking for a broad range of foods. n Children are immersed in language with this childminder. She promotes the language skills of younger children very well by adapting her questioning of children depending on their current needs. For example, when questioning older children, the childminder expects responses in sentences, and she praises single- word responses from the younger ones. n The childminder promotes children's good health and self-care. Children learn

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need to do better?

about the importance of handwashing and quickly develop the skills to do this independently. These expectations prepare children well for managing their own personal care needs. n The children demonstrate good behaviours and attitudes towards their learning and are eager to engage in the activities. They explore the environment carefully and treat the toys and books with respect. Children are learning how to include others in their play. However, the younger ones do not always receive the support they need to share and take turns. n The childminder supports parents with accessing help from support agencies when it will benefit a child's progress and development. For example, when there has been a need to seek speech and language support, the childminder is swift to help families through the process. Children receive the early help they need to make rapid progress.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding matters and is aware of the signs and symptoms of abuse and neglect. She is confident about the actions she would take if she had any concerns about the children in her care. The childminder is mindful of her role in keeping children safe from harm. Her home and garden are safe and secure.

p.3

should:

n support younger children's understanding of how to take turns and play cooperatively.

p.3

Setting details

Unique reference number 102425 Local authority Cornwall Inspection number 10279861 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 18 September 2017

p.4

Information about this early years setting

The childminder registered in 1993 and lives in Downderry, Cornwall. Care is available Monday to Friday, from 8am until 5.30pm, all year round, except on public holidays and the childminder's holidays. The childminder has a childcare qualification at level 3.

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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 provider. n The inspector observed the interactions between the children and the childminder. n The childminder and the 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. n Children communicated with the inspector during the inspection. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable.

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Inspection activities

19 April 2023 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

19 April 2023 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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