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 develop warm, nurturing relationships with this experienced childminder. Babies are happy in her care and come to her for reassuring cuddles when necessary. The childminder is highly responsive to children's needs and knows each of the children very well. Children play well alongside their friends and enjoy spending time in each other's company. They happily take turns as they pretend to be doctors, making their cuddly toys better. The childminder supports children to develop good social skills, including through taking part in regular shared activities with other childminders and their children.

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The provision is good

Children take part in a range of learning experiences as part of a rich and ambitious curriculum. The childminder has a good understanding of child development and how young children learn. Children benefit from frequent outings to support their understanding of the wider world. The childminder carefully considers what she wants the children to learn on these visits. For instance, she helps them to learn to keep themselves safe near water while on trips to the seaside. Children are encouraged to share their ideas for future outings and activities based on their interests. Children are excited to learn and become increasingly confident over time.

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need to do better?

n The childminder promotes the development of children's physical skills well. She provides particularly good support for babies who are learning to stand and take their first steps. She ensures there is a safe area for them to practise pulling themselves up on carefully positioned furniture and patiently holds their hands to support them to walk. Babies are given ample opportunities to practise developing their core body strength and delight as they stand on their own. The childminder warmly praises them, and children demonstrate pride in their achievements. n The childminder provides a language-rich environment. She reads regularly to children and helps them to learn a variety of nursery rhymes. She engages older children in conversation and introduces challenging vocabulary to them as they play, such as learning the colours 'indigo' and 'violet' when talking about rainbows. However, the childminder does not provide consistent strategies to

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need to do better?

help nonverbal children to communicate effectively with others and make their needs known. n The childminder confidently discusses children's starting points and identifies their next steps. She recognises when children might need additional support and makes referrals to specialists where necessary. The childminder takes on board the advice they give and makes adjustments to her curriculum to help children to flourish.

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need to do better?

27 March 2025 n The childminder has high expectations for children's behaviour and conduct. They listen well and respond positively to her as they play. The childminder encourages the children to take part in targeted group learning times throughout the day, such as reading stories. However, she does not always organise these group activities effectively to ensure children of different ages are included and supported to stay on task. n The childminder supports children well to become more independent over time. Children confidently find toys to play with and happily help to tidy up before mealtimes. The childminder helps children to manage their personal care needs, such as washing their hands independently. She encourages children to persevere with tasks they find difficult and develop resilience. n Children develop a good understanding of different cultures. The childminder helps children to learn about a wide variety of different ways of life as part of an

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need to do better?

established curriculum. She supports children to have a greater understanding their local community and culture. For instance, children learn about St Piran's Day through creative activities such as baking. n The childminder is highly reflective. She regularly assesses the effectiveness of her provision and identifies areas for development. She seeks out support from and takes part in training led by the local authority early years team to ensure her knowledge is up to date. n Partnerships with parents are strong. The childminder ensures parents are kept well informed of their children's progress and next steps. Parents comment on how children 'thrive' in her care and the good support she provides for children with special educational needs and/or disabilities.

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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 provide consistent strategies to help nonverbal children to communicate effectively with others and make their needs known n refine the organisation of group activities to ensure they provide appropriate challenge for children so they stay on task and remain engaged in their learning.

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Setting details

Unique reference number 140508 Local authority Cornwall Inspection number 10380302 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 17 Date of previous inspection 4 June 2019

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Information about this early years setting

The childminder registered in 2001 and lives in Fraddon, Cornwall. She offers care to children from Monday to Friday, 7.30am to 6pm, all year round. She works from her home during the day and at a local primary school where she provides after- school care from 3.15pm to 6pm alongside a co-childminder. The childminder provides government funded childcare places.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. 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

27 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

27 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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