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 Good

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The provision is good

Children are warmly welcomed into the childminder's home. They are happy and settle quickly in this caring, nurturing environment. They form strong bonds with the childminder, which supports their self-confidence and well-being.

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The provision is good

Children enjoy a broad and balanced curriculum. They have lots of choice in their learning activities. They confidently interact with each other and seek cuddles, help, and reassurance from the childminder, when needed. Children develop many of the skills and behaviours they need in preparation for their next steps in learning. They are resilient and persevere with challenges. Children listen carefully to instructions and treat each other with care and respect. Children enjoy a rich range of outings and enjoy many new experiences that help them develop their understanding of the world. For example, children enjoy visiting local parks, woodland and activity groups with the childminder, where they learn to play alongside new friends. They enjoy visiting the police station, the fire station and local farms, developing their understanding of people who help us and care for others.

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need to do better?

n Children develop a love of books. They eagerly sit with the childminder as they listen to stories and interact with books. For example, they ask questions about pictures and excitedly act like the animals in the story. They giggle with excitement as they jump around the room like kangaroos. Children develop language skills as the childminder encourages them to describe where the koala is in the picture. Children animatedly describe how he is hanging off the tree. The childminder uses the opportunity to expose children to new vocabulary as she describes the koala as 'clinging to the tree with sharp claws'. n The childminder supports children to develop well. Children begin to count and learn about number. They explore weight and measure and enjoy singing number songs. However, occasionally, the childminder asks questions that are too challenging for the developmental age and stage of the children to extend

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need to do better?

their mathematics skills further, which impacts on their focus. The childminder does not always ensure that her support and activities are targeted appropriately so the children remain engaged in their learning. n The childminder uses her knowledge of children's interests and her assessments of their current abilities to provide individual targeted support. For example, she sensitively encourages quieter children's confidence to flourish, when joining in with music and movement songs, by allowing them the freedom to choose where and when they participate in the dance. This extra time she allows builds children's self-assurance and they take risks in their learning and challenge themselves.

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need to do better?

26 September 2024 n The childminder is a positive role model. Expected behaviours are clearly explained and encouraged, and children are learning how to manage their own behaviour. The childminder praises children as they share and show kindness to each other. The environment is calm yet bustling, with children engaging in their play, and respecting each other. n The childminder helps children to learn about the importance of a healthy diet and lifestyle, including good oral health. Children enjoy a range of freshly prepared healthy meals and snacks. Children benefit from daily opportunities to be physically active. This helps to promote good habits for health and well- being. n The childminder supports children to develop their independence. For example, children confidently use small knives with increasing skill as they chop their own fruit at snack time. Children enjoy caring for their environment and eagerly tidy

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need to do better?

up as they sing a song. Children help the childminder to prepare for lunch. They independently wash their hands and put cutlery on the table. n Parent partnerships are effective. Parents praise the childminder for the regular communication they receive. The childminder greets families warmly at the start of each day and uses the opportunity to develop links between home and the setting by talking about important events in the child's week, such as their birthday celebrations. Children excitedly share their news and beam at their friends as they immediately begin playing together.

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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 develop knowledge and practice of how to support children's early mathematics skills, to ensure optimal focus, engagement and progress n ensure learning intentions for activities are clear and enable the children to remain focused and engaged in their learning.

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Setting details

Unique reference number EY540967 Local authority Plymouth Inspection number 10363835 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 5 Number of children on roll 5 Date of previous inspection 10 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Plymouth, Devon. She offers care for children from 8am to 6pm, Tuesday to Friday, all year round. The childminder receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are 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 early years foundation stage curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. 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

26 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

26 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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