Symons, Michelle Louise

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 settle quickly and enjoy their time with the childminder. The childminder gathers information from parents during the drop off period to ensure children's well-being. For example, she checks whether children have had sun cream on and applies this if necessary. The childminder provides a home-from-home setting and engages children in activities that interest them, which helps to aid the transition. Children have formed positive bonds with her and feel safe.

p.2

The provision is good

The childminder plans her curriculum well and identifies specific learning intentions for children. During a water play activity, she introduces new vocabulary, such as 'evaporate'. She talks to children about what this means and demonstrates. She shows the children how the water disappears from the patio as the sun dries it up. Children then try this for themselves and laugh, saying 'Mine is evaporating too'.

p.2

The provision is good

Children demonstrate good perseverance skills. The childminder shows them how to use pipettes, squeezing the end to draw up the water. At first, children find this difficult but with the childminder's encouragement, children continue to practise until they succeed. They show excitement at their newfound skills and enjoy showing their peers. Children play cooperatively around the water tray, sharing the pipettes and showing one another how to use them.

p.2

need to do better?

n Children develop an understanding of how to care for living things. The childminder shows children how to make simple bird feeders by pushing sunflowers seeds into apples. Children develop their dexterity and coordination. Additionally, children care for live caterpillars and watch as they change into chrysalides and then butterflies. They begin to show an awareness of life cycles. n The childminder ensures children's welfare. For instance, she reminds children to sit down when eating and explains the reasons why. She cuts up their fruit into small pieces and cheese into strips to help prevent potential choking hazards. The childminder reminds children to wear their shoes and sun hats outside. She talks to children about the hot weather and provides plenty of shade so children can play safely. n During adult-led activities, children engage well. The childminder helps them to understand mathematical concepts, such as capacity, as children fill and empty

p.2

need to do better?

their jugs. She teaches them about 'floating' and 'sinking' and children experiment. However, during free-play activities, the childminder does not routinely extend and challenge children's learning or delegate some responsibilities to her assistants. Some children lose concentration and wander between activities. n The childminder helps to prepare children for primary school. She encourages

p.2

need to do better?

1 July 2025 them to develop their independence, such as changing into their sun suits. The childminder speaks to Reception teachers about their expectations and uses the same letter activities for consistency. She talks to children about the letters in their name and they enjoy making marks using water and paintbrushes. n Partnerships with parents are effective. Parents report on how supportive the childminder is. They describe how she provides them with tips and ideas to work on at home, such as helping children with potty training. Parents say how the childminder keeps them informed about their child's progress and care practices. They comment on how much their children enjoy attending and of all the nurturing adults. n Children generally play well together and follow the childminder's rules. They understand that they need to share the resources. However, occasionally, the childminder does not use effective strategies to help children understand the

p.2

need to do better?

expectations. For example, when she asks older children to stop squirting water at those who dislike it, some children continue to do this. n The childminder takes children on walks in the local community to help strengthen their physical skills. They visit the bridge and play Pooh Sticks, where children drop sticks into the river and watch which one will appear first on the other side of the bridge. Children visit the shop and become familiar with the people that work there. Children develop a good understanding of their communal area.

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 extend and challenge children's learning, particularly during free-play activities, to help sustain their concentration and keep them engaged n provide children with consistent strategies to help them understand expectations.

p.3

Setting details

Unique reference number EY348943 Local authority Plymouth Inspection number 10408550 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 24 Number of children on roll 28 Date of previous inspection 4 December 2019

p.4

Information about this early years setting

The childminder registered in 2007 and lives in in Plympton, Devon. The childminder operates Monday to Thursday from 8am until 5.30pm, all year round. The childminder offers government funded places for childcare. She holds a level 3 qualification and works with assistants.

p.4

Inspection activities

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 to the inspector about what they enjoy doing while with the childminder. 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 carried out a joint observation of a group activity with the childminder. n Parents shared their views of the setting with the inspector. n The inspector spoke to the childminder's assistants at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

1 July 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

1 July 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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