Benson, Jacqueline

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

The childminder has a well-designed curriculum. She follows the children's interests and uses these to build on what they already know and need to learn next. For example, she observes children's interest in writing and helps develop their early writing skills. Children self-register themselves on arrival. Older pre-school-aged children independently write their names on a blackboard and feel proud. The childminder supports younger pre-school-aged children to learn how to write their names. She writes their names and they copy. The childminder writes toddlers' names for them. All children feel included and have a strong sense of belonging to the setting.

p.2

The provision is good

Children feel safe and secure. They choose to cuddle on the childminder's lap. Children sing songs and listen to stories. The childminder teaches children how to share. For example, at snack time, she asks pre-school-aged children to count how many pieces of fruit they have. The childminder uses this as an opportunity to broaden children's knowledge of numbers. Pre-school-aged children confidently count out loud and share the fruit with their friends. Children show they have good manners and say 'please' and 'thank you' often.

p.2

The provision is good

Parents comment their children learn resilience and kindness. They value the trips the children go on to the park and an allotment. Parents say their children learn the names of plants they grow there.

p.2

need to do better?

n Children are curious and investigate tubs filled with ice and insect cards. They learn about the weather and the natural world. The childminder supervises children while they use safety knives to try and break the cards out. She suggests using warm water to melt the ice. Toddlers watch in awe. Pre-school- aged children identify patterns in the ice as it melts. They remember the last time they saw ice in the garden. Pre-school-aged children talk about how slippery it was. n The childminder extends pre-school-aged children's vocabulary effectively. While talking with these children, she asks them to think of other words to describe big and small. Pre-school-aged children say 'ginormous' for big and 'minute' for small. They use these words later in their play. However, the childminder does not consistently implement an effective communication and language curriculum to help toddlers build on their speaking skills further. For example, at times, she

p.2

need to do better?

uses long and complex sentences with toddlers who have limited language. n Children develop their physical skills effectively. Toddlers propel themselves forward on ride-on toys. They go up and down small ramps, strengthening their leg muscles. Pre-school-aged children run around the garden and pretend to be

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need to do better?

2 May 2024 butterflies. They move between obstacles in the garden and improve their spatial awareness. Children love to be outside and enjoy daily fresh air. n Children become confident in their self-care skills. Pre-school-aged children use the toilet independently and wash their hands afterwards. The childminder supports toddlers to do the same before 'snack chat'. Pre-school-aged children develop an understanding of time. They identify the hands of the clock are not yet past the number 10. These children know this means it is time to eat snack and chat together. n Pre-school-aged children are imaginative and like to dress up. They place sparkly pieces of material around them and pretend to be horses. These children follow verbal instructions from the childminder when it is time to tidy away the dressing-up clothes. However, the childminder does not always use strategies to help toddlers to know what is coming next and to self-regulate their emotions.

p.2

need to do better?

For example, at times, toddlers struggle to move on to the next activity and become frustrated. n Children enjoy going on outings in the local community. For example, they go on 'litter picks' together with the childminder. The childminder supports children to learn about road safety. While on outings in the local community, children learn where it is safe to cross a road. The childminder teaches all children to 'look and listen, peep and creep'. Children know they must follow these rules to keep everyone safe. n The childminder has positive relationships with other providers children attend. She shares information with them to ensure good continuity of care. Recently, the childminder has forged links with local schools to join in training opportunities and strengthen her professional development.

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 strengthen the implementation of the communication and language curriculum to help toddlers build on their speaking skills n develop strategies to help toddlers know what is coming next and to self- regulate their emotions.

p.3

Setting details

Unique reference number EY384091 Local authority Cornwall Inspection number 10335552 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 11 Date of previous inspection 20 June 2018

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Upton Cross, Cornwall. She offers care on a Wednesday, Thursday and Friday from 7.15am until 6pm, for 46 weeks of the year. The childminder provides free early education funding for two-, three- and four-year-old children. She has a childcare qualification at level 3.

p.4

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 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 observed the interactions between the childminder and children. n Parents and grandparents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

2 May 2024 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 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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