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

The childminder offers a welcoming home, where children feel settled and safe. She ensures that she knows the children well and builds a good relationship with them. Children like to play close to the childminder and involve her in their play. They often ask her to read books with them and smile as they talk about the pictures together. Children often go to the childminder for comfort and reassurance. The childminder regularly takes children out to encourage their physical skills and to support them to enjoy the world around them.

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The provision is good

The experienced and nurturing childminder creates a warm and welcoming environment, where children feel very much at home. She gets to know the children and ensures that their interests are catered for. The childminder is very knowledgeable about how children learn and plans a wide variety of activities to ignite curiosity and support development. She focuses on helping children to gain essential skills, such as listening and following instructions and being kind and sociable. The childminder is an excellent role model. She consistently demonstrates kindness and consideration for others. The childminder encourages positive behaviour by praising children for their efforts and achievements and supports their understanding by having clear rules for the setting.

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The provision is good

The childminder is keen to support every child to build the necessary skills for moving on to school. She supports their language development well through narrating play and creating activities that promote discussion, for example. She offers a lending library service to the children and she has recently accessed training about enhancing language opportunities and developing a love of reading. The childminder has used funding available from the training to purchase story books and characters to create story sacks, which are very popular with the children.

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need to do better?

n The childminder plans a stimulating and ambitious curriculum. She has clear learning intentions for children and provides activities that take account of children's current interests and stages of development. She utilises the vast range of resources effectively and ensures that what is on offer is age- appropriate. n The childminder makes accurate assessments of children's learning. This helps her to promptly identify and address potential gaps in their development. The childminder communicates effectively with others involved in the care of the children, such as school teaching staff. This helps to promote a shared and consistent approach to children's learning and development. n The childminder is not consistent in ensuring that transitions from play to

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need to do better?

11 July 2024 mealtimes are effective, and children spend longer than is necessary waiting until they can eat. This impacts on the behaviour of these children, as they wait for too long and need support to redirect them. n Babies' development is supported and challenged with the rotation of resources that promote their memory and thinking skills. For example, the childminder regularly swaps resources to provide young children with further stimulation. This also helps to embed learning as children are able to practise their skills on a variety of resources and equipment. n The childminder promotes children's early speaking and listening skills well. She uses books, songs and nursery rhymes to develop children's language and communication. She talks to children continually, exposing them to a range of words that helps to develop their understanding. For example, the childminder draws on words such as 'octopus' and 'delighted' when reading a story book.

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need to do better?

This promotes children's range of vocabulary and language skills. n Partnerships with parents are well established. The childminder communicates daily with parents about their child's development and what they are working on. This supports a continuity of care for children. Parents highly value the support that their children receive. n Children demonstrate positive attitudes to their learning. They enthusiastically engage in a wide range of experiences that are planned by the childminder. For example, they explore different size scoops for measuring and they enjoy feeling the different textures in the treasure chest. Children talk about previous learning and say that 'seaweed feels just like this'. n The childminder dedicates herself to her role and enjoys working with the children. Children sense her care for them and this is evident in practice. The childminder has lots of experience working with children and she understands

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need to do better?

how to teach children to learn. n The childminder has a strong commitment to children's health. She ensures that children make good use of her spacious and thoughtfully planned garden. The childminder makes good use of mealtimes to discuss healthy options and the benefits of eating these. Children follow good hygiene practices and are learning how to lead a healthy lifestyle.

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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:

11 July 2024 n improve the organisation of transition times before mealtimes so that children continue to be engaged in quality learning experiences.

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Setting details

Unique reference number EY537899 Local authority Cornwall Inspection number 10351013 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 5 Number of children on roll 5 Date of previous inspection 26 September 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Falmouth, Cornwall. She operates Monday to Thursday from 8am to 4.30pm, term time only.

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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 childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the childminder's setting through written feedback. n The inspector observed the interactions between the childminder and children.

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Inspection activities

11 July 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

11 July 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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