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 Outstanding

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The provision is good

Children are happy and settled in the childminder's care. She ensures they are comfortable and that she meets their individual needs to promote their emotional well-being. For instance, she provides cuddles and reassurance when needed. This helps children to feel safe and secure. The childminder organises the environment to nurture children's interests, and they explore it confidently. She encourages children's independence to help build their self-confidence and to prepare them for school. For instance, she encourages older children to put on their own coats and supports babies to use spoons by themselves.

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The provision is good

Children enjoy many opportunities to be physically active. The childminder's emphasis on outdoor play helps to promote children's positive feelings about exercise. For instance, she takes children on walks to local parks and other open spaces to help develop their large-muscle strength, balance and coordination. In the garden, children beam with delight when they successfully use a bat to hit a ball. Children benefit from a language-rich environment to help support their communication skills. For instance, the childminder models the use of new words to extend children's vocabulary. Children demonstrate that they enjoy learning and are keen to engage with the childminder and the learning opportunities she provides.

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need to do better?

n The childminder knows children well. She observes children's play to support her understanding of their interests. She uses this information to provide a broad and interesting curriculum that builds on what children already know and can do. For instance, she uses children's enjoyment of songs and stories to develop their language and promote a love of reading. n The childminder organises activities to help children reach the next steps in their development. For instance, she encourages them to sing number songs as they make 'current buns' with play dough to develop their fine motor and number skills. However, during some adult-led activities, the childminder does not ensure that she meets the needs of the youngest children. Consequently, on these occasions, the youngest children do not fully participate to gain the very most from the experience on offer. n Children enjoy plenty of fresh air and exercise. The childminder provides

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need to do better?

resources that enable children to develop and practise their physical skills. For instance, children take turns with push-along bikes, navigating them up and down a ramp in the garden. The childminder helps children to learn about their local community through trips and visits to outdoor spaces and buildings. This helps to promote a sense of belonging. n Children behave well. The childminder has high expectations for children's behaviour and sets clear rules and boundaries to guide them. For instance, she

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need to do better?

5 December 2024 expects children to be kind and caring to others and to respect the toys and the environment. Children behave in an age-appropriate way and respond positively to the ample praise and encouragement they receive from the childminder. n The childminder reflects on her practice. She is aware of the knowledge and skills she would like to develop further and what she already does well. However, while she identifies her training needs, she does not identify opportunities to extend and develop her skills to help ensure children receive the best possible learning. n The childminder places a high value on developing children's communication and language skills. She narrates children's play to give their actions meaning and repeats children's language to support their pronunciation. Children are confident communicators and share their thoughts and ideas with others. The childminder teaches children how to negotiate with others when they have

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need to do better?

differing views to support their social and emotional development. n Children develop a positive attitude to keeping fit and well and learn the skills they need to manage their own self-care. For instance, older children attend to their own toileting. Children wash their hands regularly to help prevent the spread of infection. At mealtimes, children join in with discussions led by the childminder about the importance of eating a healthy diet. n The childminder builds good relationships with families and communicates daily about what the children have been doing. Parents praise the childminder's warm and welcoming approach. The childminder works with parents to support children's transition to school.

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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 identify and access relevant opportunities for continuous professional development to further enhance the quality of teaching and education n improve the planning and implementation of the curriculum to ensure that the learning experiences are appropriate for the youngest children.

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Setting details

Unique reference number 102363 Local authority Cornwall Inspection number 10367576 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 3 Number of children on roll 3 Date of previous inspection 13 February 2019

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Information about this early years setting

The childminder registered in 1998 and lives in Wadebridge. She operates Monday to Thursday from 8am until 5.30pm, all year round, except for bank holidays and family holidays. She provides government funded childcare.

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Inspection activities

n The childminder spoke to the inspector about the children's learning and development and how she organises her provision. n The childminder showed the inspector around her premises and discussed how she ensures that they are safe and suitable. n Written feedback was collected from parents and shared with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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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

5 December 2024 5 December 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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