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, co-childminder and her assistants have created a home-from- home environment for the children in their care. They form strong relationships with children and understand the positive impact this has on children's learning and development. The childminder helps children to build a wide vocabulary, for example, repeating words children do not know to help them learn them. Young children play with toy dinosaurs and confidently name them, saying words such as 'Tyrannosaurus Rex'. The childminder has designed a thoughtful curriculum, and children are well prepared for their next stage of learning.

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The provision is good

There is a strong focus on fostering children's independence and promoting learning and playing outdoors. The childminder shows toddlers how to put on their wet weather dungarees, promoting independence and self-care skills. Toddlers put on their shoes, while older children dress themselves ready to go outdoors. Children are joyful as they explore outdoors. They are helped to observe wild animals in the garden, such as squirrels. They are encouraged to recall their prior knowledge, guiding them to remember the animals' names and find pictures of them within the environment. The childminder supports children of all ages to learn about the life cycles of different creatures, for example frogs and toads. Children are supported to develop creative skills as they draw images with pens and crayons. They join in singing a song about scarecrows, linked to the book they read earlier. They develop physical and creative skills as they move their bodies to music

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need to do better?

n The childminder supports children of all ages to take part in cooking activities. Children are supported to build their confidence in mathematics and develop physical skills. They are reminded of the importance of good hygiene, and toddlers confidently wash their hands before peeling and cutting bananas and stirring the ingredients in the mixture. The childminder guides older children to develop their confidence in recognising numbers as they measure the quantities of each ingredient on scales. When finished, children are supported to count the total number of banana muffins baked. n The childminder encourages children to share and have good manners. Older children say 'please' and 'thank you' without prompting. At mealtimes, children of all ages sit together at the table and chat quietly, showing patience as they wait for their meal. Children concentrate, are curious and follow instructions well. The childminder supports children effectively to understand how their

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need to do better?

behaviour has an impact on others. n Parents are happy with the care their children receive. They report that communication is effective. Parents feel supported by the childminder when it

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need to do better?

27 February 2025 comes to childcare matters, including guidance in personal care skills such as toileting and dental hygiene. Parents report that they are kept up to date with their children's progress and the things they do. They recommend the childminder to others. n The childminder speaks in a clear, calm voice, which engages children. She introduces children to new ideas and concepts and encourages most children to talk about what they know and can do. For example, she supports children to discuss the fruit they eat at snack times. However, the childminder does not always develop conversations in order to give children opportunities to build their critical thinking and problem-solving skills further. n The childminder supports any assistants she works with well. She ensures that they continually develop their professional abilities through regular staff meetings and a wide range of training opportunities. The childminder ensures

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need to do better?

that any assistants do not have an overwhelming workload. As such, they have quality teaching time with children. The childminder and her co-childminder offer guidance and share good practice with other childminders in the local area. n Children of all ages are guided to take part in group activities. For example, while reading a book, the childminder supports children of all ages to learn about birds, the different songs they sing and the different colours they have on their wings. Most children confidently join in the discussion, naming the colours and answering questions. However, at times, the childminder does not always invite quieter children into conversations to extend opportunities for them to practise their language skills and interact with others.

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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 conversations in order to give children opportunities to build their critical thinking and problem-solving skills further n strengthen opportunities for quieter children to take part in conversations more to help them develop their language skills and interact with others.

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Setting details

Unique reference number EY490115 Local authority Cornwall Inspection number 10380919 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 12 Number of children on roll 19 Date of previous inspection 28 June 2019

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Information about this early years setting

The childminder registered in 2015 and lives in Penzance, Cornwall. She provides care Monday to Thursday, from 8am to 4.30pm, for 45 weeks of the year. The childminder holds qualified teacher status and works alongside her co-childminder and two assistants, who also hold relevant childcare qualifications. She offers government funded places for childcare.

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Inspection activities

n The inspector observed the quality of the curriculum during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the childminder. n The childminder, her co-childminder and the assistants spoke with the inspector during the inspection. n The inspector spoke with the children during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of the childminder, her assistants and people living in the home. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

27 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

27 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

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