Childminder 102601

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

p.1

The provision is good

Children develop strong bonds with this highly experienced childminder. The childminder has a warm manner, and children are very happy in her care. Children thrive in the well-organised, home-from-home environment. They sit with their friends as they play with toys, such as puzzles and games. They demonstrate good imaginations as they play with a doll's house and learn to share toys with the help of the childminder. The childminder helps children to develop a love of books as part of a challenging curriculum. She provides a high-quality range of stories and information books. Children choose books to look at and carefully turn the pages as the childminder reads to them. The childminder skilfully uses books as a way to introduce new ideas to children in an age-appropriate way, including learning about other cultures.

p.2

The provision is good

Children have frequent opportunities to develop their physical skills. Younger children demonstrate good core strength as they pull themselves up on low furniture and hold the childminder's hands to practise walking. Older children demonstrate good small-muscle skills as they carefully roll play dough into balls using their hands and learn to cut it using plastic scissors. The childminder presents information clearly to children, and they listen carefully to her. She uses gentle questioning to encourage children to recall prior learning, such as what they can remember about different animals.

p.2

need to do better?

n The childminder has put in place a rich and ambitious curriculum. She ensures that children benefit from meaningful learning across all areas of the early years foundation stage (EYFS). She carefully considers the experiences the children in her care have had and builds on these over time to ensure that they have the knowledge and cultural capital they need to succeed in life. For example, she takes children on a well-thought-out programme of visits to the local area to help develop their understanding of the world around them. n Children's vocabulary development is good. The childminder skilfully uses questioning to help children develop their ideas and engages children in conversations. She regularly introduces challenging new words to children and carefully explains their meaning. For instance, children learn the word 'antennae' during a discussion about butterflies. n The childminder recognises when children have special educational needs and/or

p.2

need to do better?

disabilities. She carefully monitors children's progress from their starting points and puts in place good strategies to support them with any areas they find difficult. She makes referrals, when necessary, to other professionals to help children receive specialist help, such as from speech and language services. n The childminder knows the children in her care well. Overall, she provides

p.2

need to do better?

11 September 2025 relevant and age-appropriate activities for children through a mix of group activities and child-led play. However, on occasion, group activities can be too difficult or last a little too long for the youngest children. At these times, children are left with little to do and are not effectively engaged. n The childminder recognises the need for children to be able to do things independently. For example, she provides opportunities for children to make choices about their play. However, sometimes the childminder completes tasks for them that they can do on their own, such as learning to cut food at snack time. On these occasions, children can be left waiting for longer than necessary and are not actively participating in their learning. n The childminder demonstrates great enthusiasm for her role as an early years professional. She is knowledgeable and has a good understanding of how young

p.2

need to do better?

children learn. She undertakes regular training and adjusts her practice as a result of what she has learned. For instance, she discusses how she now supports children more effectively to regulate their behaviour after attending a course on emotional coaching. n The childminder forms effective partnerships with parents. She ensures that she shares regular updates on children's progress with parents and provides home learning packs to help parents to support their children outside of the setting. Parents comment on how they work as a team with the childminder to help children make good progress.

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 refine the organisation of group activities to ensure that they are matched more closely to the next steps in children's learning n encourage children to carry out tasks for themselves to enable them to become independent.

p.3

Setting details

Unique reference number 102601 Local authority Cornwall Inspection number 10407640 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 6 Number of children on roll 9 Date of previous inspection 15 January 2020

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Lanjeth, near St Austell, Cornwall. She provides childcare from 7.30am to 5pm, Monday to Thursday, term time only. She holds a relevant childcare qualification at level 5. The childminder provides government-funded childcare places.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about the children's learning and development and how she organises her EYFS curriculum. n The 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.

p.4

Inspection activities

11 September 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

11 September 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6