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 Good

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The provision is good

Children thrive in the childminder's calm and nurturing setting. They enjoy their time and build warm relationships with the childminder and other children. The childminder's sensitive understanding of each child means that she provides enjoyable experiences. For example, she knows the older children enjoy music and dance. They are keen to show feet and hand movements they have learned to form basic ballet positions and hold the drawer handle as if a ballet barre. They stand on their tiptoes and cheerfully talk about their special ballet shoes and clothes.

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The provision is good

Children's behaviour is excellent. They happily share toys and patiently wait their turn. Children show genuine kindness towards one another and awareness of other people's feelings. The childminder has high expectations. She supports children to have a sense of responsibility and encourages their independence. Children listen to and follow instructions well. They help to tidy away resources when they have finished playing and understand their actions help to reduce the risk of any trip hazards.

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The provision is good

The childminder spends time getting to know children and their families before they start. She bases her curriculum around the children's changing interests and what she wants them to learn next. She uses the information she knows about the children to plan effective activities to help them make the best possible progress during their time with her.

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need to do better?

n The childminder plans many activities outside the home, to give children new social experiences. For example, they attend playgroups, go for nature walks and on trips to the library and places of interest. This provides exciting opportunities for children to meet new children and adults. This helps to develop children's confidence and understanding of their community. n The childminder has clear intentions for children's learning. She uses regular observations to assess children's development, identify any gaps and the next steps in their learning. However, on occasions, she does not adapt her teaching skills effectively to ensure that learning is extended for the most able children. n The childminder undertakes mandatory training, such as first aid and safeguarding. She reflects on her practice and has identified shortcomings in her own professional development programme, particularly in her use of her garden.

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need to do better?

The childminder has identified that her curriculum is not to the same high standard as what she provides indoors or on outings. n There is a strong focus to help children to settle and to be happy in the childminder's care. Children receive cuddles and lots of positive praise to help them feel valued and included. The childminder provides sensitive

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need to do better?

14 March 2024 encouragement for children who require additional help to develop their confidence in speaking skills. n Children are developing care-taking and nurturing skills. The childminder skilfully supports their pretend play with baby dolls. This allows children to process day- to-day events they observe at home. This fosters empathy and an interest in imaginative play. n The childminder skilfully supports children to recall their learning. For example, older children excitedly talk about a recent visit to the zoo. They remember the animals they saw and why the African lions were no longer present. n The childminder successfully uses sensory play to foster learning. For example, she gently encourages toddlers to touch the soap foam and models how to spoon it and make new shapes. This helps to motivate them to independently explore and babble with excitement. Older children confidently describe the

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need to do better?

texture, colour, and sensations they experience while playing with the foam. They happily manipulate the foam into a straw, use scoops to pick up the foam and a large pipette to propel small pieces. Together, they talk with great delight about what they are doing and what is happening. n The childminder liaises with other early years settings that children attend, to secure a good understanding of what they are learning outside of her care. She has formed very good links with the local schools and provides them with information about the children when they start. This promotes continuity of care for the children. n Partnerships with parents are very strong. Parents who contributed their views in writing to the inspector are highly complimentary of the care and education their children receive. They value the daily feedback and updates on their children's well-being and progress and welcome ideas to support their children's learning

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n focus professional development on enhancing the quality of teaching, in particular to support the most able children n review the use of the garden to provide better opportunities for children to develop their knowledge and skills across all areas of learning.

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Setting details

Unique reference number EY499889 Local authority Cornwall Inspection number 10317363 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 1 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Newquay. She operates all year round from 8am to 6pm, Monday to Thursday, except for during her holidays. The childminder has a 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 childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed an observation and talked about how the curriculum is implemented and the impact that this has on children's learning. n Parents provided the inspector with written feedback. n The childminder provided the inspector with a sample of key documentation on

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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

14 March 2024 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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