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 Outstanding

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The provision is good

Children are happy and settled in this warm and welcoming home. The childminder spends time getting to know children before they start. She focuses on building positive relationships with the children and their families. Children settle quickly and show that they feel safe and secure. They go to the caring childminder for cuddles and reassurance. The childminder is attentive and shows that she enjoys her time with the children. She smiles and laughs with them and creates a calm, loving environment. Children are eager to learn and explore the new experiences the childminder provides. The childminder uses her knowledge of the children to provide stimulating learning opportunities that build on their prior learning. Children benefit from an engaging curriculum that is highly focused on their learning and development needs. They stay focused and concentrate on their play for considerable lengths of time.

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The provision is good

Children are very independent. For example, two-year-olds learn to take off their boots and waterproofs and wash their own hands. The childminder offers praise, which motivates them to keep on trying. Children behave extremely well. They are polite and share toys with their friends. Children understand the behaviour the childminder expects from them. They respond well to her prompts, such as reminders to use 'kind hands', and copy her respectful behaviour.

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need to do better?

n The childminder has a clear intent for children's learning and implements an ambitious curriculum. She uses regular observations to make precise assessments of children's learning and development. She identifies next steps for children and skilfully supports their progress in planned and spontaneous interactions. All children make good progress in their learning. n Children are independent and manage their self-care. For instance, young children collect drinks and take them to the table without being asked at snack time. However, the childminder does not always encourage children to assess risks for themselves and check their understanding of how they can keep themselves safe. As a result, children do not always spot risks independently. n The childminder has strong working partnerships with other settings children attend. She promotes communication and shares relevant information regarding children's learning and development. For instance, she follows the same

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need to do better?

approach as the local pre-school to support children in building key skills for starting school. Consequently, children receive consistent support from both settings, which deepens their understanding. n Children benefit from daily outings in the fresh air. For instance, they build their physical skills and strength on visits to local parks. They develop their creative skills while making art sculptures and 'magic' potions in local woodlands. The

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need to do better?

13 November 2023 childminder supports children's healthy eating habits. She provides fruits and nutritious snacks and encourages children to try new foods. n The childminder focuses on developing children's social skills and confidence. For example, children build their ability to communicate with other adults and children on outings with other childminders. Children also gain an understanding of diversity and the wider community beyond their immediate environment, which prepares them for life in modern Britain. n The childminder promotes children's speech well. She encourages children to speak and provides specific activities that she knows will stimulate more conversations. She models accurate speech by repeating children's words. For younger children, she uses her excellent knowledge of them to introduce new vocabulary during their play. She uses well-timed questions to encourage older children to extend their sentences and explain their thinking.

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need to do better?

n The childminder includes the thoughts of children and parents when conducting self-evaluation. She uses their feedback and her own observations to identify areas to improve or focus on. For example, she has used training to improve her ability to support children's creativity and communication in the outdoors, to further extend and engage children of different ages. n Partnerships with parents are good. The childminder includes parents in the assessments of children and is proactive in establishing effective communication. She shares ideas about how parents can help their child at home, to support children's progress. n The childminder is an excellent model of behaviour. For example, she remains calm and talks through problems with children. Children are resilient and react positively when they encounter a problem. For instance, children laugh and say, 'We will make another one', when a child accidentally breaks a building they

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to keep children safe. She regularly updates her safeguarding training to ensure that her knowledge is up to date. As such, she has a good understanding of safeguarding and child protection issues. She can identify the signs and symptoms of harm. The childminder knows who to contact if she has concerns about a child's safety and welfare. She is also aware of the procedure to follow if she is concerned about other adults working with children.

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should:

n improve children's understanding of risks so they are able to think of ways to

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should:

13 November 2023 keep themselves safe independently.

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Setting details

Unique reference number 102433 Local authority Cornwall Inspection number 10307940 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 18 Date of previous inspection 26 March 2018

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Information about this early years setting

The childminder registered in 1993. She offers care to early years children on Mondays and Tuesdays, 9am to 3pm. She provides before- and after-school care during the school term for school-aged children. The childminder has a relevant early years childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 setting. n The inspector observed the implementation of the curriculum during activities indoors and assessed the impact this has on children's learning. n The inspector carried out a joint evaluation of activities with the childminder, and they discussed their findings. n The childminder explained the opportunities that she provides for children to learn outdoors and the impact on children's learning and development. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request, including records of paediatric first-aid training.

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Inspection activities

n The inspector viewed and assessed the suitability of the premises. n The inspector took into account the views of parents.

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Inspection activities

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

13 November 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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