Goldsworthy, Samantha Marie

Goldsworthy, Samantha Marie

Unique reference number (URN): EY362841 Address: 1 Barton Close, Helston, Cornwall, TR13 8LL Type: Childminder Registered with Ofsted: 12/10/2007 Registers: EYR, CCR, VCR Registered person: Goldsworthy, Samantha Marie

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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

All children, including those with special educational needs and/or disabilities, make notable progress and develop age-appropriate skills across all learning areas. Children recall and use previously learned knowledge, helping them build on their understanding and abilities. Older children demonstrate advanced proficiency for their age, such as writing six-letter words and expressing themselves in complex sentences. Toddlers show strong hand-to-eye coordination when constructing tall brick stacks. Children are well prepared for the next stage of learning. Older children recall what they know and remember about family structures and different cultural backgrounds. Those who need extra support make fast progress. Pre-school children display determination in tasks like zipping coats, boosting their pride and motivation through positive reinforcement. Story time is enjoyed by all and contributes positively to children's communication and enjoyment in the learning

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Inclusion Strong standard

The childminder is highly skilled at recognising and understanding each child's unique needs. She quickly notices when extra support is necessary and swiftly makes adjustments to remove any obstacles children face to learning. Referrals to specialists, such as speech and language therapists, are made without delay, and the childminder begins using highly effective strategies to help children learn and develop while waiting for expert advice. This thoughtful approach consistently and effectively helps overcome challenges to learning. The childminder consistently improves the experiences and opportunities of children with special educational needs and/or disabilities (SEND).

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Inclusion Strong standard

The childminder meticulously monitors children's progress and evaluates whether her support strategies are working, ensuring each child advances from their starting points. Parents feedback that the childminder actively collaborates with both families and outside agencies to shape the care and experiences provided for children with SEND. Together with any assistants she works with, the childminder pursues relevant training. For example, she has completed courses on sensory diet training and supporting children from service families. This has been especially valuable, helping her offer a truly inclusive environment and a visible difference to children with SEND and those children who may face barriers to their learning and/or wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder maintains high expectations for children's behaviour and attitudes towards learning while taking into consideration each child's individual starting point. The approach has a positive impact on all children, including those with special educational needs and/or disabilities. Children demonstrate curiosity and sustained focus during play, engaging with activities for extended periods. Pre-school children exhibit concentration as they complete wooden puzzles, fostering early mathematics skills. Toddlers enhance hand strength and social skills as they play together, pouring liquids between containers. When challenges arise with sharing, the childminder effectively supports children in recognising the impact of their actions on others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder actively encourages regular attendance and punctuality, acknowledging the positive effects on children's learning and development. She monitors attendance and develops relationships with parents to encourage positive attitudes to learning, for example through the use of home learning packs to extend learning into the home. Positive relationships with families have been established. Children develop warm and trusting bonds with the childminder and assistants. The childminder could further strengthen outcomes by working closely with assistants to develop consistent approaches that support and promote children's positive behaviour.

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Children's welfare and wellbeing Expected standard

Children's physical and emotional wellbeing are carefully supported. Typically, children develop positive attitudes towards exercise and nutritious foods, benefiting from a home- cooked, balanced menu that encourages them to explore a wide variety of healthy options. The childminder has established respectful and responsive relationships with both children and parents, fostering open communication regarding any concerns. Policies and procedures are consistently implemented by the childminder and any assistants, helping to assure the welfare, mental health and overall wellbeing of all children.

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Children's welfare and wellbeing Expected standard

Individual needs are met, including support for children with special educational needs and/or disabilities. The environment provided by the childminder and her team is warm and stimulating, promoting enjoyable play and learning experiences. Children are offered appropriate opportunities to take risks and face challenges, particularly during outdoor play, construction activities, and excursions to local beaches and forests. Rigorous hygiene practices are maintained, and children's personal care requirements are addressed across all age groups. Independence is actively fostered, such as in dressing or putting on shoes. The childminder adapts established routines to accommodate individual requirements, offering specialised support for babies' sleep and feeding schedules as needed.

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Curriculum and teaching Expected standard

The childminder understands how children learn. The curriculum is thoughtfully planned to cover all learning and development areas, making clear what the childminder and any assistants want children to achieve. Lessons are taught in a logical sequence, equipping children with the knowledge and skills they need for their next steps. There is an emphasis on supporting children's physical, personal and social growth. Adaptations are made so that every child, including those with special educational needs and/or disabilities, can access the full curriculum.

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Curriculum and teaching Expected standard

Teaching is consistent, and daily and weekly routines guarantee that all children experience meaningful learning opportunities. The childminder actively teaches mathematics to children of all ages. Older children confidently count up to 10 and count down from 5 when tallying votes for the book of the day. A love of books and stories is encouraged, and the environment is rich in conversation. With guidance, children expand their vocabulary and learn letter sounds. Older children communicate well. However, at times, the childminder does not organise group times successfully to support and engage all children. For instance, the childminder does not ensure children take turns to speak. This means sometimes children talk over each other, which causes frustration and impacts on learning opportunities.

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Leadership and governance Expected standard

The childminder exhibits a thorough understanding of her responsibilities, displaying confidence in her knowledge of the setting and, overall, recognising both strengths and areas for improvement. She actively pursues professional development for herself and any assistants, such as recent training that has helped them develop their approach to supporting children with special educational needs and/or disabilities at mealtimes. Engaged in local childminding groups, she also mentors peers, encouraging the exchange of good practices and new ideas.

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Leadership and governance Expected standard

Appropriate expectations are set for all children within the provision, supported by positive parent relationships. Feedback from parents highlights effective communication and the value of the childcare guidance provided. When the childminder works with assistants, they feel well supported in their roles. Decision-making processes consistently focus on prioritising children's best interests, while resources and additional funding are managed efficiently and closely monitored to support children's developmental progress effectively. By fostering a collaborative atmosphere and establishing open communication with families, the childminder ensures a nurturing environment where children's individual needs are met.

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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 demonstrate confidence and security in the care of the childminder and her assistants. Strong, positive relationships help babies settle into the environment quickly, while older children display social skills by confidently sharing their knowledge. Language and communication are continually supported. Sign language allows nonverbal children to make themselves understood, and pre-schoolers speak in complex sentences with assurance. Physical development is encouraged through activities such as using scooters, trikes and short ladders, allowing both younger and older children to refine balance and coordination. Children are kind and play together well, developing social skills and friendships.

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

Fostering independence is a clear priority for the childminder. Systems are in place for young children to access resources supporting personal care, like toilet training and hygiene routines. Older children learn responsibility and animal care by feeding chickens and guinea pigs, expanding their life skills. Children show curiosity and engagement, joining in enthusiastically with activities designed to meet individual interests and needs. Those with special educational needs and/or disabilities receive tailored support to consistently ensure ongoing progress.

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

The childminder and any assistants she works with have created a learning-rich environment that values inclusion and respect for each child. Structured routines give children stability and a sense of security, reinforcing expectations and easing transitions. Effective oversight helps ensure good developmental progress. Safety is always a top concern, both in the childminder's home and during regular outings to places like forests, beaches, farms and local nursing homes. These experiences not only broaden children's horizons but also reinforce healthy risk management.

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

As a result of these supportive practices, children consistently advance from their starting points, acquiring the skills and readiness needed for future stages in their education. The

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Address:

1 Barton Close Helston Cornwall TR13 8LL

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Address:

Registered person: Goldsworthy, Samantha Marie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 emphasis on wellbeing, opportunity and individualised care prepares each child for continued growth.

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Next steps

The childminder should strengthen group times to encourage children's social behaviours, including actively listening to the ideas and opinions of others, to enhance their learning and development further.

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About this inspection

The inspector spoke with the childminder, assistants and children 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. Local authority: Cornwall

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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. 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

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Urgent improvement

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Urgent improvement

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