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

Children are happy and settled in the care of this kind childminder. They greet their friends warmly as they arrive and invite them to play. The childminder is highly responsive to the children's needs. Children sit by him for reassurance and enjoy being in his company. They tell him about their favourite football teams and the things they like to do outside of the setting. Children become increasingly confident in sharing their ideas as they get older. The childminder ensures children have plenty of opportunities to develop their social skills, for example through learning to take turns as they play board games. Younger children independently select their favourite toys to play with. The childminder uses these moments to help the children learn new skills and develop their levels of perseverance, such as undoing the straps on a toy pushchair.

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The provision is good

The childminder provides a progressive curriculum that builds on what children already know. He diligently tracks children's progress and identifies gaps in their learning. Children's progress in mathematical development is particularly good. The childminder frequently introduces mathematical concepts as the children play. They develop good skills in counting and recognising numbers as they play simple games. The childminder supports children to develop an understanding of their own culture and that of others. They learn about special days and take part in age- appropriate creative activities, such as printing heart-shaped patterns for Valentine's Day.

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need to do better?

n The childminder has high expectations of what children can achieve. He provides an ambitious curriculum that develops children's knowledge and skills across the early years foundation stage (EYFS) areas of learning. He confidently discusses children's starting points and the progress they make over time. For instance, he discusses how children's small-muscle skills have improved through taking part in specific art-based activities. n The childminder develops children's communication skills well. He speaks clearly and models sentences for children to use. Children's vocabulary increases at an appropriate level for their age. For instance, they learn words such as flour and ingredients as they bake with the childminder. They listen well to the childminder, repeating words and trying to use them in their speech. n The childminder confidently identifies when children might need additional help. He quickly puts in place strategies to support these children and makes referrals,

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need to do better?

where necessary, to other professionals. However, he does not always share information about children's progress with the other settings that they attend to ensure a consistent approach to supporting their individual needs. n Children are very keen to learn. They demonstrate great curiosity and enjoy

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need to do better?

14 February 2025 working alongside the childminder. The childminder provides regular group learning times, such as baking. However, on occasion, he does not effectively organise group activities, and they become too long. At these times, some children become easily distracted because there is not enough for them to do. n Children demonstrate good levels of independence for their ages. They enjoy being helpful and supporting the childminder to carefully tidy away their toys. The childminder has high expectations of what children can do for themselves. He carefully teaches them to look after more personal care needs as they get older, such as how to effectively wash their hands and clean their faces after eating. n The childminder helps children to learn to keep themselves safe. He provides consistent messages about staying safe online, including discussions about playing games on the internet. Children are well aware of the rules in the setting

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need to do better?

and take on board new learning linked to safety very quickly. For example, they learn how to carefully fold and unfold a step to help them reach the table. n Partnerships with parents are good. The childminder provides parents with regular updates on their children's progress and gives them useful advice on how to support their children at home. Parents speak highly of the childminder. They report on how keen their children are to come to the setting and appreciate the nurturing environment the childminder provides. n The childminder takes keeping his knowledge up to date seriously. He regularly completes courses in a variety of areas linked to the EYFS and child development. For instance, he has recently undertaken training linked to developing children's mathematical knowledge that has helped him to refine how he supports their learning in this area of the curriculum.

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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 strengthen partnerships with other settings that children attend to ensure a consistent approach in supporting their needs and individual next steps n organise group activities more effectively to ensure all children remain on task and take an active part in their learning.

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Setting details

Unique reference number EY480667 Local authority Cornwall Inspection number 10372237 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 6 Number of children on roll 7 Date of previous inspection 8 April 2019

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Information about this early years setting

The childminder registered in 2014 and lives near Looe, Cornwall. He operates during term time from 8am to 5.30pm, Monday to Friday. School holiday care is available by arrangement with parents. The childminder offers government funded places for childcare.

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Inspection activities

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 The inspector spoke to the childminder about how they support children with special educational needs and/or disabilities. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. 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

14 February 2025 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

14 February 2025 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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