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 safe and happy in this childminder's care. She has created a friendly and inviting environment that supports their learning. The childminder has developed a broad curriculum, which she uses well to meet children's needs. She ensures that all children progress well in their learning and development, preparing them for the next stage of their education.

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The provision is good

Children boost their imagination and creativity while role playing in the pretend kitchen. They are curious, opening cupboards to find ingredients, improving their coordination, and negotiating with friends about who will do what in the game.

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The provision is good

The childminder nurtures a love of books and reading, helping children learn beyond their own experiences. Children join in with the parts they know, naming foods like 'cherry pie' and 'ice-cream'. The childminder builds their confidence in mathematics by helping them count the items in the book. Young children count to five. The childminder guides children to identify colours and they name the 'red strawberries' and 'green apples'. When they spot a picture of a watermelon and a sausage, she encourages them to remember that they ate those yesterday, developing children's memory skills.

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The provision is good

During local trips out, the childminder helps children understand nature. In the woods, they explore birds, learning their names and what they look like, like 'blue tits'. The childminder gives children many opportunities to play outside in the fresh air.

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need to do better?

n The childminder helps children improve their communication skills. She listens carefully, uses a positive tone, and engages children in conversations to boost their knowledge. Young children have a wide vocabulary and speak in short sentences. When children misname something, the childminder gently explains the right name, building children's knowledge and vocabulary even more. Young children point to toys, saying 'train track', communicating what they want to play with. n There is a strong focus on guiding children to develop confidence in mathematics. The childminder regularly uses mathematical language when talking to children, such as discussing the toys they play with and whether they are big, medium or small. The childminder guides children to explore dimension and build critical-thinking skills. For instance, she helps them work out if a train will fit on a track, and develops their knowledge of sequence as they explore

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need to do better?

which train track pieces will fit together. n Children are curious learners, engaging and concentrating well in their play. The

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need to do better?

3 April 2025 childminder guides children to develop good manners, such as saying 'thank you' and remaining seated at the table until they have finished eating. However, when children struggle to share toys, the childminder diverts their attention to play with something else, and does not provide children with the support they need to learn how their behaviour affects others. n The childminder supports children in developing their physical skills. During visits to the local countryside and parks, children build up their core strength and balance through running and jumping. The childminder provides plenty of opportunities to play games with balls. Children develop their hand-eye coordination by throwing balls to each other and enjoy learning to kick them. n The childminder encourages children to understand how the food we eat grows. Outdoors, children check the seeds they planted to see if any have grown yet.

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need to do better?

As they water the seedlings, children develop hand and arm strength. They grow plants like basil, peppers, and cucumber, learning what plants need to thrive. n The childminder has developed positive relationships with the children in her care and she knows them well. She has developed a daily routine which children follow. However, when children have different needs, for example if they are hungry between mealtimes, the childminder does not always adapt the routine to consistently meet their individual needs. n The childminder stays current with training. She takes courses often and applies what she learns. Each week, she joins a network meeting with other childminders. There, they share best practices and gather new ideas and advice from early years professionals. n Parents say their children are doing well in their learning and development. They report their children's good progress, especially in their communication skills.

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need to do better?

Parents appreciate the care their children receive. They feel that communication with the childminder is effective.

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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 children with the support they need, to learn how their behaviour affects others n ensure routines consistently meet children's individual needs.

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Setting details

Unique reference number EY482670 Local authority Cornwall Inspection number 10392132 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 5 Number of children on roll 7 Date of previous inspection 6 August 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Helston, Cornwall. She operates from Monday to Thursday from 7am until 6pm, all year round. The childminder holds a level 3 qualification in childcare. She offers government funded spaces for childcare.

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Inspection activities

n The childminder 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 and people living in her 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

3 April 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

3 April 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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