Mackay, Tessa

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children feel safe and secure. They happily wave goodbye to their parents when they arrive and immediately go to play with their friends. The childminder has high expectations of children's behaviour. She reminds them to help tidy the toys away. Children follow the childminder's instructions to help keep their play space safe. All children know the rules and routines. Before snack time, they wash their hands. Children tell each other 'We must wait for our friends' before they start to eat.

p.2

The provision is good

The childminder delivers a well-designed curriculum. She provides targeted support to enable children to deepen and expand their knowledge and understanding across the seven areas of learning effectively. The childminder successfully uses children's interests to build on their learning. For example, while on an outing in the local community, children enjoy watching a postal worker deliver letters. The childminder creates a role-play area in her setting to extend their interest. Children stick Christmas stamps onto letters and post them into a toy post box. They talk about what happens to the mail and recall who they have sent letters to in the past.

p.2

The provision is good

The childminder works with parents effectively. Parents value the advice she offers them. For example, the childminder shares strategies to help children manage their emotions at home.

p.2

need to do better?

n The childminder has made good improvements since her last inspection. She has attended training to develop her practice and help children make more progress. For example, following recent training, she has gained more insight into how children learn. The childminder has amended her environment to offer children more space and opportunity to explore. n The childminder helps pre-school-aged children broaden their knowledge of shapes. They look at a stamp together and children identify it as a rectangle. The childminder strengthens their understanding and asks them to find the same shape on another envelope. Pre-school-aged children find another rectangle. The childminder tells them they have 'made a match'. n Toddlers and pre-school-aged children enjoy achieving challenges set by the childminder. She develops their problem-solving skills effectively. The childminder asks these children to balance scales using different weights. Toddlers and pre-

p.2

need to do better?

school-aged children take turns adding more or less. They work together to make both sides equal. Pre-school-aged children talk about which ones are heavy or light. They test out their theories of which weight is the best. n The childminder identifies that babies need to begin to use two words together. However, she does not always tailor her own communication and language, to

p.2

need to do better?

28 November 2023 help babies work towards their next steps and build on their vocabulary. For example, babies hold up different items to the childminder. Although the childminder acknowledges the babies' interaction, she does not name the items or introduce new words to them. n The childminder helps children to learn good behaviours. She is gentle and models how they should treat their friends. The childminder supports children to be resilient and manage their emotions. She asks toddlers and pre-school-aged children to 'use their words' when they may be struggling emotionally. Children respond positively and use these strategies to overcome conflict. n The childminder supports children with special educational needs and/or disabilities effectively. She engages with external professionals and parents to further support children's development. For example, she carries out the same activities that parents do outside of the setting to promote older children's

p.2

need to do better?

speech. n The childminder does not always organise activities to fully develop children's curiosity and motivate them to learn. For example, she reads a story to babies, toddlers and pre-school-aged children. At first, children listen well. However, the story goes on for too long. Children become bored and disengage. The childminder continues to read despite the children losing interest. n The childminder works in partnership with other settings children attend effectively. She shares children's development and visits children in their other settings. The childminder meets with children's other key persons and gains a broader understanding of how to help children make more progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder can identify the signs and symptoms of possible abuse or neglect. She has a good knowledge of the procedures to follow should she have a concern over a child's welfare. The childminder knows what to do in the event of an allegation made against herself or a household member. Children learn how to manage their own safety. For example, the childminder teaches children how to cross the road safely while outside of the setting. Children remember the rules they need to follow. They know they must 'stop, look, listen and think' before they cross a road.

p.3

should:

n tailor communication and language teaching to help babies work towards their next steps and build on their vocabulary n organise activities to fully develop children's curiosity and motivate them to learn.

p.3

Setting details

Unique reference number EY553280 Local authority Cornwall Inspection number 10270337 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 3 Number of children on roll 14 Date of previous inspection 12 December 2022

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Falmouth, Cornwall. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant degree in education and training. She provides funded early education for two-, three-and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued 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 childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n Children communicated with the inspector during the inspection. n The inspector carried out a joint observation of a communication and language activity with the childminder. 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.

p.4

Inspection activities

28 November 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

28 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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