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 Not applicable

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The provision is good

Children arrive happy, eager to see their friends and ready to learn. They enjoy a well-planned curriculum, which the childminder uses to plan learning experiences that use children's interests and support them to make good progress in their learning and development. Older children gain good levels of confidence. They explore the playroom independently and make choices in their play and share and take turns without adult support. They learn to solve problems in their play as they build on their friend's ideas. The childminder has high expectations of children's behaviour, and children behave well under her guidance and support.

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The provision is good

The childminder and her assistants have high aspirations for what the children can learn, and they support children effectively to be ready for their next stage in learning. The childminder and her assistants build on children's starting points and swiftly build strong bonds with them. They meet the babies needs, and babies are content to investigate toys of their choosing.

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The provision is good

The childminder provides a varied range of experiences and outings, which develop children's understanding of the world. They visit local play parks, the library, music sessions, soft play and local farms. These outings promote children's excitement and joy at new learning.

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need to do better?

n The childminder and assistants promote children's language well. Children develop a love of books and stories and have a positive attitude to learning. They listen exceptionally well to stories and enjoy joining in with familiar parts. At group times, children enthusiastically sign as they sing a welcome song to their friends. The childminder and assistants support all children to be confident communicators. n There is effective communication with parents. The childminder greets each child individually at the door, where she talks to parents about their children's happiness and any specific needs for the day. The childminder shares information with parents verbally, through email and through an online app. This helps parents understand their children's daily learning experiences. Parents feel their children's social skills flourish in the childminder's care. They remark on how well the childminder and her assistants know their children and support

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need to do better?

them to thrive. n Babies enjoy cuddles and receive reassurance and care from the childminder and her assistants. However, the childminder does not do as much as she could to help them develop their confidence to independently explore their environment to increase their emotional well-being. n Children enjoy being physically active outside. Before going outdoors, assistants

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need to do better?

11 March 2025 speak with children about keeping themselves safe. They ask them how they must walk up the steps. Older children confidently state 'with hands out of pockets so if we fall, we don't bang our faces'. Outside, children enjoy taking turns on the swing, exploring large scale construction and playing imaginatively with their friends. Assistants speak with children about who is present and write their names on the ground with chalk. Children eagerly count how many names there are and are excited to find their own. Children develop balance and coordination skills as they enjoy climbing the slide. As they climb, young children repeat language modelled for them, 'up the steps and down the slide', and clap at their success. n The childminder and assistants sit with children at mealtimes and support them to develop table manners and have conversations with friends as they enjoy a sociable eating experience.

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need to do better?

n The childminder leads her provision effectively. She regularly reflects on and adapts her practice to ensure a high-quality education for children that supports their good progress. Assistants feel well supported. There are effective practices in place for staff monitoring and supervision. Professional development opportunities are regularly provided to ensure best practice. n The childminder and assistants are quick to praise children's efforts, and this promotes children's motivation to learn. Older children receive good support to be curious learners. For example, they develop knowledge of colours and skills of comparison as they enjoy a 'colour treasure hunt', finding objects and discussing if the shade of colour is the same or different to other objects they find. Children work well together, and older children support the younger ones so all can succeed with their search.

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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 increase the support for younger children to explore independently in new environments to further develop their emotional well-being.

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Setting details

Unique reference number 2697940 Local authority Cornwall Inspection number 10375904 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 9 Number of children on roll 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Saltash, Cornwall. She provides care from Tuesday to Thursday, 8am to 5pm, all year round. The childminder employs two assistants.

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Inspection activities

n The childminder and inspector completed a learning walk together and discussed the early years curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector during the inspection. 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 observed the interactions between the childminder, assistants and children. n The childminder and inspector discussed how the curriculum is implemented and the impact this has 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

11 March 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

11 March 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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