Burt, Sophie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

p.1

The provision is good

Children feel safe and secure with the childminder, who is calm, patient and caring. The children and the childminder have formed close bonds and naturally enjoy each other's company. The childminder is responsive and sensitive to their needs, which helps children settle well.

p.2

The provision is good

The curriculum is planned and implemented effectively. The childminder knows how to support children in their next steps of learning. She is skilled in helping children to manage their emotions. Books play a key part to develop their understanding around feelings and that of others. For instance, while reading a story, the childminder talks to children about the characters in the book and uses key words such as 'happy' and 'sad'. Children begin to use this language in their play, demonstrating their understanding.

p.2

The provision is good

The childminder encourages children to be highly independent at every opportunity. Children wash their hands in preparation for snack, chop up their fruit and spread butter on their toasted muffin. Afterwards, they place any leftover food in the compost bin and put their plates in the sink.

p.2

The provision is good

Children develop their resilience as they practise new skills, such as hanging up their apron. They are kind to one another, offering cups to their peers at snack time and providing one another with an apron before messy play. Children have a positive attitude to learning.

p.2

need to do better?

n Children enjoy exploring the childminder's garden, making mud pies. They independently transport water and add soil. The childminder role models effectively to younger children, showing them how to stir the mixture with a stick. Children copy, developing their hand-eye coordination. Older children experiment with water, letting it run out of the dispenser. The childminder enables them to explore their own ideas, and children watch with fascination as the water trickles through the soil. n The childminder has formed excellent partnerships with parents. She provides them with an exciting and informative newsletter, detailing her curriculum and how this benefits children. For example, she informs parents about how children learn about recycling and the effects of plastic on the environment. She knows how to develop children's understanding around protecting the planet. n Children benefit from daily outdoor play and being in nature to support their

p.2

need to do better?

physical and emotional well-being. The childminder frequently takes children on outings in the local community where they feed the ducks and talk about the swan sitting on the nest of eggs. When at the childminder's home, children

p.2

need to do better?

29 April 2025 thoroughly enjoy exploring her garden and observe the fish and tadpoles in her pond. When it is time to go inside for lunch, the childminder informs the children. However, some younger children do not understand what is happening during the transition between activities and briefly become upset. n The childminder has formed positive links with the local school and pre-school where children also attend. For early years settings, the childminder provides them with a consistent two-way flow of information about children's development. Together, they work collaboratively to build on what children already know and can do. n The childminder encourages children to develop a love of reading, and books are an integral part of her curriculum. Children take their favourite stories home to share with their family to help build on their early reading skills. The childminder provides a narrative about the story, although, occasionally, she does not

p.2

need to do better?

consistently extend discussions for most-able children to further their vocabulary. n Children enjoy sensory experiences, such as playing with clay. Younger children develop strength in their hands and fingers as they squeeze and manipulate the clay in preparation for early writing. Older children use tools competently to roll out clay and make shapes. The childminder provides words written out on cardboard circles. She tells older children what these words say, such as 'pinch', 'squash' and 'squeeze'. The childminder uses actions to demonstrate what these words mean.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop and implement consistent strategies to help younger children understand changes in routines n extend discussions for most-able children to widen their vocabulary even further.

p.3

Setting details

Unique reference number EY547322 Local authority Cornwall Inspection number 10392144 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 13 Date of previous inspection 6 August 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Fowey, Cornwall. The setting is open Monday to Thursday, from 8am to 7.30pm, throughout the year, apart from family and bank holidays. The childminder has qualified teacher status.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke with 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 childminder and the inspector discussed how the curriculum had been implemented following a joint observation and the impact that this had on children's learning. n Parents and grandparents shared their views of the childminder through written statements. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

29 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.

p.4

Inspection activities

29 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.

p.5

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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