Johnson, Amanda Louise

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 comfortable and relaxed in the childminder's welcoming home. The childminder works hard to provide an inviting and stimulating place for children to play and learn. She forms warm friendships with children and gets to know them and their families well. This helps the childminder to organise a curriculum based on children's interests and supports their good progress.

p.2

The provision is good

The childminder has clear boundaries for good behaviour. She encourages sharing and helps children to recognise and manage their feelings and emotions. Children are polite and cooperate well as they play. For example, children find toys for their friends, so they can join in the fun together. Children show independence and follow good hygiene routines. They quickly develop the skills needed to put their own shoes on for playing outside.

p.2

The provision is good

Children benefit greatly from daily fresh air and physical play outdoors. For example, they concentrate and spend considerable amounts of time making sandcastles. They enjoy the sensory experience of running their fingers through sand and patting the damp sand to make shapes. Children gain good coordination as they scoop the sand into buckets. They turn the buckets over and beam with pride as the childminder praises their efforts.

p.2

need to do better?

n The childminder uses her knowledge and experience of childcare to monitor children's development in detail. She is quick to notice when children have gaps in their learning and development. She is very proactive in seeking out the additional support they need from other professionals. Parents comment that this is support is 'invaluable' and thoroughly appreciate the childminder's dedication. n Children benefit from a broad curriculum that builds on what they already know and can do. For example, the childminder helps them to recognise that when they put two semi-circles together it makes a circle. Children count confidently and gain good mathematical skills. n The childminder continually engages children in conversation. For example, she encourages children to talk about what they enjoy doing with their families. They explain their experiences fluently as the childminder prompts them skilfully to extend their speaking skills. She regularly introduces new words to

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need to do better?

successfully develop their growing vocabulary. n Partnerships with other settings children also attend are strong. The childminder has regular conversations about children's achievements and needs with staff at local nurseries, for instance. This provides children and families with consistency and continuity.

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need to do better?

2 May 2023 n The childminder interacts positively with children as they play and learn, giving lots of praise. However, she sometimes misses chances to encourage children to experiment and solve problems for themselves. For example, she asks lots of direct questions that do not extend their thinking skills. n Children enjoy a broad range of experiences with the childminder and find out about some aspects of their own community. Although children celebrate some festivals, such as Christmas and Diwali, they do not regularly experience what life is like in other cultures. They are not familiar with the similarities and differences between their way of life and those of others in the wider world. n Parents speak highly of the childminder and the care and flexibility she provides for busy families. They appreciate the 'happy, safe environment' and comment on their children's good progress and social skills. The childminder has regular

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need to do better?

conversations with parents, so that they can work together to support children's ongoing learning and development. n The childminder reflects on her practice and continually improves the setting to provide children with interesting learning experiences. She continues to develop her knowledge and skills to improve outcomes for children. For example, she carries out research and attends training to meet the needs of children in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role and responsibilities to safeguard children. She knows the signs and symptoms that might cause concern about a child's welfare. The childminder is clear about her local safeguarding procedures and who to notify. She completes regular training to ensure her safeguarding arrangements are updated to reflect the latest guidance. The childminder is vigilant and supervises children at all times. She regularly reminds children about how to stay safe as they play.

p.3

should:

n enhance interactions with children to encourage them to explore and follow their own ideas to deepen their engagement in play and extend their learning n provide more opportunities for children to find out about other cultures and the wider world.

p.3

Setting details

Unique reference number EY372132 Local authority Cornwall Inspection number 10285512 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 19 Date of previous inspection 9 October 2017

p.4

Information about this early years setting

The childminder registered in 2008. She lives in Dobwalls in Cornwall and operates flexible hours throughout the year. The childminder receives early education funding to provide free places for children aged two, three and four years. She has an early years degree.

p.4

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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 and 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 in written comments. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

2 May 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

2 May 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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