Clements Elaine Elspeth

Clements Elaine Elspeth

Unique reference number (URN): 102225 Address: Trees' Oakland Park, Kergilliak Road, Falmouth, Cornwall, TR11 4JN Type: Childminder Registered with Ofsted: 16/06/1998 Registers: EYR, CCR, VCR Registered person: Clements, Elaine Elspeth

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make strong progress across all areas of learning, particularly in communication and language, early literacy and mathematics. Younger children confidently speak in sentences of 4 to 5 words, while pre-school children use a broad vocabulary, communicate in extended sentences of 10 words or more and complete simple addition. Children demonstrate strong listening skills and understanding, for example identifying and describing sounds during listening activities.

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Achievement Strong standard

Children with special educational needs and/or disabilities are well supported through targeted interventions, careful adaptations and effective teaching, enabling them to make consistent progress alongside their peers. Barriers to learning are swiftly identified and addressed, ensuring that all children achieve well from their starting points.

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Achievement Strong standard

As a result of the childminder's high-quality teaching and well-planned curriculum, children are very well prepared for the next stage of learning. They develop the skills, confidence and independence needed to transition successfully to pre-school or school and to continue their learning journey with enthusiasm.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate consistently positive attitudes to learning and behaviour within a supportive, well-organised environment. The childminder establishes clear, shared expectations for behaviour, enabling children to understand routines and develop self- discipline. Children feel safe, secure and confident to engage fully in learning.

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Behaviour, attitudes and establishing routines Strong standard

Strong, positive relationships are evident between the childminder and the children and among the children themselves. Children play cooperatively, sharing resources, taking turns and celebrating each other's achievements, for example cheering for the winner of a group bingo game. They confidently negotiate with friends about sharing toys and taking part in activities, demonstrating growing social skills, empathy and self-regulation. Older children confidently explain how they sometimes use sand timers to negotiate sharing toys.

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Behaviour, attitudes and establishing routines Strong standard

The childminder carefully considers children's individual starting points and needs when planning routines and learning experiences. This ensures that all children, including those with special educational needs and/or disabilities or who are disadvantaged, are supported to participate and make progress. Attendance and punctuality are promoted effectively, ensuring that children benefit fully from the curriculum.

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Behaviour, attitudes and establishing routines Strong standard

Through consistent routines, positive role modelling and encouragement, children develop independence, resilience and strong social skills. They demonstrate perseverance, motivation and a readiness for the next stage of learning, confident in their ability to manage feelings and interact respectfully with others.

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Children's welfare and wellbeing Strong standard

The childminder ensures that children are safe and secure at all times, with robust procedures in place both in the home and on outings. Children's welfare and wellbeing are prioritised, and they are supported to develop independence and an understanding of how to keep themselves safe. She encourages children to manage risks confidently and make safe choices.

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Children's welfare and wellbeing Strong standard

Strong, positive relationships between the childminder and the children and among the children themselves create a nurturing and respectful environment. Children feel secure and valued, which supports their emotional wellbeing, engagement and confidence. Well- established routines provide consistency, structure and predictability, helping children develop self-care, healthy habits, independence and a sense of responsibility.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities are carefully supported through tailored interventions, adaptations to activities and close monitoring of progress. Targeted support ensures that they are fully included, build confidence and achieve alongside their peers. Close partnership working with parents and professionals enables the childminder to respond quickly to individual needs, removing barriers to learning and promoting positive outcomes.

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Children's welfare and wellbeing Strong standard

All children flourish in a safe, inclusive and structured environment. They develop independence, resilience, strong social skills and the confidence to engage fully in learning, preparing them effectively for the next stage of development.

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Curriculum and teaching Strong standard

The childminder demonstrates a strong and secure understanding of how children learn. She has designed an ambitious, high-quality curriculum that fully meets the requirements and is inclusive for all children, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Teaching is consistently effective and well matched to children's individual stages of development.

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Curriculum and teaching Strong standard

The childminder uses high-quality interactions and ongoing assessment to accurately identify what children know and can do. Through purposeful questioning and observation, she quickly identifies any gaps in learning and takes swift, effective action to support progress. For example, during story time and mathematics activities, children are encouraged to participate verbally, so the childminder can assess understanding and address misconceptions immediately.

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Curriculum and teaching Strong standard

The curriculum places a strong emphasis on personal, social and emotional development, communication and language, and physical development, while also providing rich opportunities for learning in mathematics, literacy and understanding equality and diversity. Learning is embedded across daily routines, such as mealtimes, personal care and tidying away, where high expectations support children's independence and confidence. Children with SEND are well supported through effective assessment. All children make secure progress from their starting points and are very well prepared for the next stage of learning.

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Inclusion Strong standard

The childminder demonstrates advanced knowledge and confidence in assessing, identifying and meeting the individual needs of all children, including those with special educational needs and/or disabilities and those who are disadvantaged. Careful observations and ongoing assessments are used effectively to identify children's strengths and any emerging needs. Swift and appropriate action is taken to put targeted support in place, ensuring that barriers to learning are addressed promptly.

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Inclusion Strong standard

High-quality training and teaching strategies are used consistently to support children's development and wellbeing. For example, the childminder uses emotion coaching to help children understand and manage their feelings, supporting positive behaviour and emotional resilience. This approach also strengthens relationships with families, as parents are supported with strategies they can use at home to promote consistency and positive outcomes for children.

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Inclusion Strong standard

The childminder works in close partnership with parents and relevant professionals to ensure that children's and families' views are fully included in decision-making. Support plans and adaptations are monitored regularly, and teaching approaches are adjusted effectively to ensure that children continue to make secure progress from their starting points.

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Inclusion Strong standard

Early years pupil premium funding is used effectively to enhance children's learning experiences and wellbeing. Targeted use of this funding has a clear and positive impact on children who are disadvantaged, helping to close gaps in learning and ensuring that all children are supported to achieve well and thrive.

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Leadership and governance Strong standard

The childminder demonstrates a clear understanding of the setting's strengths and areas for development. She evaluates her provision carefully, using detailed analysis to make informed decisions that are always focused on children's best interests. This reflective practice ensures that routines, activities and teaching are continually adapted to support all children's learning and wellbeing.

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Leadership and governance Strong standard

The childminder works closely with parents and early years professionals, including advisers from the local council, to seek guidance and professional opinions. These partnerships ensure that improvements are well informed, targeted and responsive, supporting children with special educational needs and/or disabilities and those who are disadvantaged. All children make secure progress.

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Leadership and governance Strong standard

The childminder undertakes relevant and purposeful continuous professional development, applying new knowledge and skills to enhance teaching, assessment and the curriculum. Training has a direct, positive impact on children's learning and wellbeing, supporting high- quality interactions, effective inclusion and innovative approaches to learning.

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Leadership and governance Strong standard

Strong links with parents, local schools and other professionals support smooth transitions, continuity in learning and shared approaches. By fostering a culture of reflection, continuous improvement and high expectations, the childminder ensures that children benefit from consistently high-quality care, learning and support.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and confident and they thrive in the care of the childminder. They form secure attachments and show a strong sense of belonging. Children separate from parents with ease and settle quickly into the welcoming home environment, where parents are valued partners. Children confidently choose activities and demonstrate high levels of engagement and curiosity.

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What it's like to be a child at this setting

Children achieve well across all areas of learning and make impressive progress from their individual starting points. The childminder plans activities that build on children's interests and extend their knowledge. For example, children explore animals from polar regions and develop a clear understanding that penguins have flippers, not wings, and swim rather than fly. Pre-school children communicate confidently and use an increasingly broad vocabulary, including words such as 'penguin' and 'outrageous'. The childminder engages in meaningful conversations that support children to express their ideas and opinions, helping them to feel listened to and valued.

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What it's like to be a child at this setting

Children develop advanced physical skills. Fine motor development is well supported as children follow instructions to make pretend snow, using tools, such as whisks, and confidently describing the cold sensory experience. Younger children learn how to care for living things as they help to feed the fish, developing empathy and responsibility. Children also develop early mathematical skills as they count objects and use measuring jugs to measure and compare quantities of water.

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What it's like to be a child at this setting

Children benefit from daily outdoor play and show enthusiasm for learning outdoors in all weather. They engage in imaginative play in the mud kitchen and demonstrate increasing independence, confidently putting on coats and wellington boots. Children show confident personal care skills and understand when and why they need to wash their hands.

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What it's like to be a child at this setting

All children, including those who are disadvantaged and those with special educational needs and/or disabilities, are well supported, feel valued and make secure progress. Robust safeguarding procedures ensure that children are safe, secure and able to flourish.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, the children and the parents during the inspection.

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About this inspection

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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Address:

Trees' Oakland Park Kergilliak Road Falmouth Cornwall TR11 4JN

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Address:

Registered person: Clements, Elaine Elspeth

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 08:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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