Childminder in Plymouth

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

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The provision is good

Children have a strong sense of belonging to the setting. They show they feel safe and secure. All children arrive with big smiles and wave goodbye to their parents without looking back. Children develop positive friendships with each other. The childminder teaches the children how to share and take turns. She intervenes sensitively when needed to help children learn about their big feelings and how to manage these. As a result, children play cooperatively together.

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The provision is good

The childminder provides an ambitious curriculum that builds on what children know and need to learn next. She plans learning experiences based around children's storybooks. The childminder shares books with children to enhance their learning across the early years foundation stage. Children develop a love of books and make good progress in their early literacy skills. For example, the childminder regularly reads a well-known story about a caterpillar. Children become familiar with the story and older children tell the childminder what happens next. Babies look at the pictures from the storybook and attempt to say some key words. Toddlers and pre-school-age children play with props linked to the book and some retell the story to each other.

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The provision is good

Parents value the regular communication from the childminder on how their children are progressing and what they have achieved. They welcome the advice she gives them on weaning, bedtime routines and potty training to further children's development at home. Parents state their children are more sociable since attending and that their children feel the setting is 'a home from home'.

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need to do better?

n Children are kind. They encourage their friends to persevere. For example, toddlers tell pre-school-age children 'you can do it' while they attempt a task. During 'baby yoga', toddlers and pre-school-age children remind each other how to do the moves. Babies reach up high and stamp their feet to the beat of the music. Toddlers and pre-school-age children listen to and follow the yoga instructions. All children build on their core strength and balancing skills effectively. n Children know the rules of routines of the setting. They are independent. Children know to take their shoes off when inside and where to put their water bottles. Toddlers and pre-school-age children know it is time to have a drink after baby yoga. Children are respectful and polite to each other. They say or use a hand sign for please and thank you. The childminder praises children for using good manners. n The childminder helps children to learn about healthy lifestyles. At snack time,

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need to do better?

children smell different fruits and ask the childminder if they can taste a plum

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need to do better?

8 July 2025 and melon. Children recognise the fruit they are eating is the same as the fruit in the story they have been reading. The childminder reads the story to the children while they eat snack, and the children learn more about different foods. n The childminder is reflective and committed to her own professional development. Following recent training on the early years, she has enhanced how she incorporates mathematics into her curriculum. Subsequently, the childminder observes children to use numbers more frequently in their play. For example, toddlers choose to jump in and out of hoops outside and confidently count from one to six on their own. n Children are curious and motivated to play with water and pipettes in the garden. They strengthen their finger dexterity to improve their early writing skills. For example, toddlers use their pincer grip to squeeze water up into the pipettes. They fill empty bottles up with water and use both hands to squeeze

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need to do better?

the water out. Pre-school-age children develop their hand-eye coordination skills. They use spoons to scoop bubbles and foam and place it into cups. n The children enjoy trips in the local community, including visits to the beach and the zoo. However, the childminder does not routinely build on children's knowledge and understanding of the wider world to better prepare them for life in modern Britain. Children do not consistently develop a broad enough understanding of diversity as part of their curriculum. n The childminder teaches children how to be safe on outings. Children know the word 'red' means stop and 'green' means go when they are out of the setting. The childminder relates this to traffic lights when they go on journeys in the car. Children learn about 'stranger danger' and know to stay with the childminder and their friends.

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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.

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should:

n build on children's knowledge and understanding of diversity and the wider world to better prepare them for life in modern Britain.

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Setting details

Unique reference number EY477131 Local authority Plymouth Inspection number 10404508 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 3 Number of children on roll 5 Date of previous inspection 16 December 2024

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Information about this early years setting

The childminder registered in 2014 and lives in Plymouth. She operates as Kings and Queens Childminding. The childminder provides care from 7.30am to 4pm, Mondays to Thursdays. She holds a relevant childcare qualification at level 2. The childminder provides funded early years education.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 communicated 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 inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

8 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.

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Inspection activities

8 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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