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 feel secure and happy in the care of this childminder and her assistants. The childminder has created a warm and welcoming environment, enabling children to thrive in their learning and development. A well-planned curriculum helps prepare children for the next stage of their educational journey. Pre-school children write their names confidently and recognise certain letters. Babies develop essential core strength and balance as they crawl and pull themselves up to stand. Regular music and dance sessions enable children to express their creativity, and they eagerly join in with songs and develop their movement skills by copying the childminder and her assistants. Children are guided to explore the natural world, learning about the life cycle of insects, such as butterflies. They help children learn the names of sea creatures, expanding their vocabulary, and assist younger children in pronouncing words like 'octopus'. During outings to the local area,

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The provision is good

children develop an understanding of their community and learn valuable social skills. They meet other children at the local soft-play centre and explore a wide range of books during regular library visits.

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The provision is good

The childminder has a permanent beach hut, which is filled with activities for children to enjoy during their weekly beach trips. She helps children develop an understanding of the seaside, the plants and creatures that live there, and encourages children to spend time playing outdoors.

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need to do better?

n There is a strong focus on helping children build confidence and knowledge in early mathematics. The childminder guides them to count how many children are present. Pre-school children share their favourite numbers. Young children search for number shapes in a tray of sand and learn the names. Older children confidently recognise the number 100. While playing with dough, they cut it into smaller pieces. The childminder talks about cutting the dough in 'half' or 'quarters'. This helps extend children's mathematical skills and confidence. Children explore 2D and 3D shapes. They learn names such as circle, cylinder, square and cube. n Children are supported by the childminder to understand and express their emotions. When children feel scared when a bee comes near them, the childminder asks what they need. Older children explain that they need a hug, and the childminder offers reassurance. n Children are kind and play nicely together. The childminder has created a clear

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need to do better?

routine that children can understand and follow, helping them feel secure and safe. When children struggle to share, they are supported to understand that they need to wait and take turns, developing their awareness of how their behaviour affects others.

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need to do better?

20 March 2025 n The childminder and her assistants speak in clear voices and aim to guide children to develop their language and communication skills. They use sign language to further help children communicate. However, during conversations, the childminder does not always give children time to develop their imagination and critical thinking skills, by supporting and encouraging children to discuss their own ideas and interests even further. Children, sometimes, lose interest in the activity. n Parents report that their children are progressing well in their learning and development, especially in their social and emotional understanding. They feedback that the care their children receive is good. They like the activities the childminder plans and the trips she arranges. Parents feel that communication is effective. n Children are curious and eagerly participate in the activities the childminder suggests. However, the childminder does not always make activities accessible to

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need to do better?

children to enable them to participate more independently. Additionally, children do not consistently have independent access to tissues when they need to wipe their nose. n The childminder ensures that she and her assistants keep up to date with relevant training. They undertake training courses regularly and implement what they have learned into their practice. Following a recent course on neurodivergence, they have introduced new strategies, for example creating visual cards which detail the routine of the day. This helps all children understand what is happening now and what will happen next. The childminder attends a weekly network meeting with other childminders, where they share best practice and get new ideas and advice from other early years professionals.

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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 engage children in conversations that support and encourage them to explore their ideas and interests even further n develop strategies to further encourage children's independence skills.

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Setting details

Unique reference number EY545570 Local authority Cornwall Inspection number 10380478 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 8 Number of children on roll 16 Date of previous inspection 11 June 2019

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Information about this early years setting

The childminder registered in 2017. She lives in Kilkhampton, near Bude, Cornwall. The childminder offers care from 8am to 5.30pm, Monday to Friday, all year round. She offers government funded spaces for childcare. The childminder works with an assistant and they both hold a relevant qualification at level 3.

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Inspection activities

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

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Inspection activities

20 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

20 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

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