Kean, Heather

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 have warm relationships with the childminder and her assistant. They show this by regularly seeking them out for a cuddle. All children are calm and content. The childminder encourages good manners. Children say 'please' and 'thank you' often. Children are imaginative and like to express themselves. They imagine they are on an aeroplane and choose a friend to be the driver. Pre-school- aged children think about where they may travel and decide they will 'go to the shops'.

p.2

The provision is good

There is a well-designed physical development curriculum in place. Children have daily opportunities to develop their spatial awareness, mobility and balance. They run between the play equipment in the garden. Children clamber up the climbing frame or step aboard the rocket ship. They enjoy the physical challenges on offer and show resilience. Children are confident and have good self-esteem.

p.2

The provision is good

Parents comment their children make good progress with the childminder. They particularly like how children learn to be healthy. Parents value how their children learn about cleaning their teeth. They comment that they receive good feedback from the childminder on how their children are developing. The childminder offers advice to parents on how to further their child's learning at home.

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need to do better?

n Children love to sing songs and listen to stories. The childminder sings a song about a mouse. Pre-school-aged children recall another song about a mouse, and they all sing together. Babies and toddlers enjoy looking at books and magazines in a cosy snug. They learn how to hold the books and turn the pages. n Children learn about their emotions. They talk to the childminder about when they went to the dentist and how they felt. Babies, toddlers and pre-school-aged children explore dental role-play items. They practise brushing sets of pretend teeth with toothbrushes. Pre-school-aged children use tweezers to pick out teeth and strengthen their finger dexterity. n Babies, toddlers and pre-school-aged children transport sand from the sandpit to a wheelbarrow. The childminder watches them shake the wheelbarrow to level the sand. She describes and comments on what they are doing. However, the childminder does not ensure her assistant gives children enough time to process

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need to do better?

questions and respond before they ask another question. At other times, she uses long and complex sentences that children to not always understand. n Children are independent. They ask for a tissue to blow their nose and wash their hands afterwards. Children have an awareness of the routine and know when it is time to tidy up. Babies, toddlers and pre-school-aged children pack away toys in the correct boxes. However, the childminder and her assistant do

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need to do better?

29 April 2024 not always support toddlers to follow instructions, so they understand boundaries and expectations of their behaviour. For example, at times, the childminder and her assistant ask toddlers to 'wait' or 'stop', but toddlers do not always understand or respond. n Pre-school-aged children deepen their knowledge of numbers and mathematical concepts effectively. They stack play bricks to make tall structures and confidently count how many bricks they have built. The childminder's assistant challenges the children. She changes the shape of the tower and asks the children to count again. Pre-school-aged children recognise that the change in shape of the tower still has the same number of bricks. n Toddlers and pre-school-aged children begin to show an interest in writing. The childminder follows this interest and adds notepads and pencils in the environment. Children choose to make marks on the notepads. They bring them

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need to do better?

to the childminder and ask her to write their names. The childminder helps develop their early writing skills and sounds out the first letter of their name. n The childminder engages with a support network of other professionals. She runs weekly activity sessions with other childminders and families from the local community. This enhances her professional practice and supports her well-being. However, she does not monitor and provide coaching to assistants, so they deliver an effective communication and language curriculum.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n support toddlers to follow instructions so they understand boundaries and expectations for their behaviour n monitor and provide coaching to assistants, so they deliver an effective communication and language curriculum.

p.3

Setting details

Unique reference number 117364 Local authority Plymouth Inspection number 10335028 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 12 Number of children on roll 8 Date of previous inspection 1 June 2018

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Information about this early years setting

The childminder registered in 1995 and lives in St. Budeaux, Plymouth. She operates Monday to Thursday from 7am until 4pm and Friday from 7am until 1pm. The childminder is open all year round apart from four weeks in the summer and two weeks at Christmas. The childminder holds a level 3 childcare qualification and employs an assistant with a level 4 childcare qualification. The childminder provides free early education funding for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider 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 showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to the childminder and her assistant at appropriate times during the inspection and took account of their views. 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 inspector carried out a joint observation of a group activity with the

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Inspection activities

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.

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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

29 April 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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