Childminder in Plymouth

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder has created a home from home for the children in her care. She has strong bonds with children, and new children quickly settle. Children are happy and secure. The childminder guides children to understand and express their emotions. Children play a game that includes images of facial expressions. They discuss which faces are happy or sad. Children have easy access to a wide range of toys and activities. Toddlers develop physical skills as they pull out toy boxes and transfer pretend fruit to the role-play kitchen. The childminder provides suitable equipment for babies to pull themselves up to a standing position, building their physical development. Routines are clear, and the childminder alerts children in advance to any change in activity. She explains clearly when it is time to tidy up and prepare for snack time. Children ask the childminder to play a 'tidy-up' song. They clear items away as they dance to the song. Later, children dance, jump and

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The provision is good

spin around as the childminder sings a nursery rhyme.

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The provision is good

Children develop their coordination as they transfer pieces of dry pasta from one container to another. The childminder guides older toddlers to develop hand strength as they open and close container lids. She supports children to create music as they shake the pasta inside the containers, developing their creative skills.

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need to do better?

n The childminder supports children to build their independence. Toddlers confidently enter the childminder's home, hang up their coats, take off their shoes and put them away. Children independently dress dolls in clothes, select matching shoes for them and brush their hair. The childminder has created an ambitious curriculum. She provides children with a rich set of learning experiences, and all children make good progress in their learning and development. At snack times, the childminder supports young children to cut their banana, developing their hand strength and coordination. Children celebrate when they complete the task, happily saying, 'I did it.' n The childminder supports children to develop their communication skills effectively. She speaks in a calm, reassuring voice and gives children time to think and respond to questions. She supports children to develop a wide range of vocabulary. For example, she repeats the words that children say and adds

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need to do better?

another relevant linked word for them to learn. The childminder has recently undertaken training in developing children's communication skills. This has had a positive influence on her practice. One-year-old children confidently name things, such as 'baby', 'eyes' and 'dog'. Toddlers speak in four- and five-word sentences. n Children are thoughtful and kind. They develop strong relationships with other children in the group. They go to the door to greet each other as they arrive in

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need to do better?

25 September 2024 the morning. Toddlers and babies give each other cuddles. However, when children have difficulty, for example, with sharing toys, the childminder does not always support children by explaining to them how their behaviour impacts on others. n The childminder guides children to build their knowledge and skills using rich role-play scenarios. Young toddlers pretend to feed baby dolls and enjoy making the sounds babies make when they drink from a bottle. The childminder supports children to play with dolls of different ethnicities. Although she explores the dolls with children, she does not regularly provide opportunities to support children to understand and celebrate similarities and differences, and to learn more about the different religions and cultures. n Parents feed back that they are happy with the care their children receive. They feel supported by the childminder in childcare matters, such as toilet training.

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need to do better?

They report that settling-in sessions are helpful and the childminder meets babies' individual needs. For example, the childminder adapts the routine to enable babies to sleep and feed when they need. Parents comment that communication is good and that children are happy and secure in the childminder's care. n The childminder supports young children to develop early mathematical skills. Children develop their understanding of sequence by building puzzles. The childminder guides older toddlers to develop their knowledge of number and quantity. At snack time, she guides children to count the number of breadsticks on the table. Young toddlers count confidently to the number four.

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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.

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should:

n support children further so they understand more about how their behaviour impacts on others n extend opportunities for children to understand and celebrate similarities and differences and to learn more about the different religions and cultures.

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Setting details

Unique reference number 2690199 Local authority Plymouth Inspection number 10360158 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 4 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Plymstock, Devon. She offers care Monday to Thursday, from 7.30am to 5.30pm, all year round. The childminder holds qualified teacher status.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 and the childminder carried out a joint observation. n The inspector read feedback from several parents during the inspection and took account of their views. n The childminder showed the inspector documentation to demonstrate the suitability of staff. n The childminder talked to the inspector about her curriculum and what she wants children to learn.

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Inspection activities

25 September 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

25 September 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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