Childminder in Suffolk

Inspection date

Previous inspection date 15/01/2013 08/02/2012

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early years provision

This inspection: 2 Previous inspection: Met How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 A key strength is the strong partnerships the childminder develops with the parents of the children in her care. She is flexible and supportive to their needs and provides them with advice to support children's welfare and development at home. As a result, children are well settled and become confident and self-assured.  Children play happily in the welcoming and well-resourced environment provided by this caring childminder. They become engrossed in their play as they choose to explore and experiment with the broad range of toys and activities which provide them with good levels of challenge and enjoyment.  The childminder uses observation and assessment to provide children with a motivating and purposeful range of well-planned learning experiences, both indoors and outside. She uses effective strategies to encourage children's natural curiosity as learners. Consequently, children make good progress in their learning and development.

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This provision is good

 Children are very safe and secure because the childminder is very conscientious about children's care and welfare.

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It is not yet outstanding because

 There are some weaknesses in the quality of teaching. Certain activities provided are less suitable for the ages and stages of development of children present and some aspects of communication and language are not given sufficient consideration to develop children's emerging language.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's home and garden.

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Inspection activities

 The inspector held discussions with the childminder and looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector viewed evidence of suitability, qualifications, and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents included within references gathered by the childminder.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged six years and 18 months in Beccles, Suffolk. The whole ground floor of the house is used for childminding, and one bedroom upstairs is used for sleeping babies. All children share access to two secure areas for outdoor play.

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Information about the setting

The childminder regularly attends a range of children's groups. She visits the shops and park on a regular basis and she takes and collects children from the local school. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5pm Monday to Friday, except for family holidays.

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To further improve the quality of the early years provision the provider should:

 respond to what babies and young children show you they are interested in and want to do, for example, making photographs of themselves and their families more accessible

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To further improve the quality of the early years provision the provider should:

 help young children to link words to their meaning, for example, by using pictures, books, real objects, and signs.

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who attend

Children are very happy and well settled. They form close relationships with the childminder, who has a very good understanding of how children learn and make progress. They enjoy a rich and varied learning experience provided by a knowledgeable and experienced childminder. Consequently, children confidently develop skills to support them in the next stage of their learning. Resources in the bright and welcoming playroom are well organised and thoughtfully displayed to support children's individual interests and capabilities. Children's favourite toys are generally stored in well-labelled, child-accessible storage units so that children can independently initiate an activity for themselves. As a result, children happily choose toys that support their current interests, such as playing with dolls, while singing along to nursery rhymes playing in the background.

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who attend

The childminder maintains comprehensive individual assessment files, detailing children's achievements and interests. These are used effectively to provide children with a well- planned individualised learning experience. The childminder gathers information from parents via an informative 'all about me' booklet, as a basis for tracking and monitoring children's progress. The childminder discusses and agrees simple targets with parents to promote consistency and fully involve parents in their children's learning. As a result, children are making good progress in their learning and development given their starting points and capabilities. Adult-led activities are generally well planned and thoughtfully resourced to promote interest and appropriate challenge. For example, children enjoy trying to dress up in hats and scarves while sharing a book about the snowy weather. Later they enjoy making footprints in the snow in the garden and the childminder reminds

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who attend

them about the story in the book. As a result, children make connections in their learning and develop their natural curiosity about the world around them. However, on occasion some activities presented to children are beyond their capabilities. For example, during circle time very young children are shown their names written on cards with the expectation of being able to identify them. Children aged under two would not be able to achieve this without the support of a clue, such as a picture or photograph.

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who attend

The childminder provides a good range of art and messy activities to introduce young children to different textures and media, such as paint and glue or cornflour mixed with water. Children enjoy popular activities, such as sand and water play, both indoors and outside, which helps promote their understanding of capacity and volume. The childminder helps children develop hand-to-eye coordination while using good strategies to encourage them to work out how different shapes fit into a shape sorter. Children are developing an awareness and interest in numbers through taking part in simple action rhymes. The childminder introduces numbers at relevant times during everyday routines.

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who attend

The childminder uses good strategies to help children develop their listening and attention skills. She encourages young children to explore and imitate sounds, such as while reading a book and making animal noises. The childminder helps extend children's emerging vocabulary by encouraging their interest in pretending to talk to their parents on a toy phone. Books are well displayed and stored on an interestingly angled low shelf. Examples of children's artwork, posters and some photographs are displayed on the playroom walls, although these are not at children's eye level. This makes it difficult for them to see, make connections with them or follow their particular interests which would in turn encourage language development.

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The contribution of the early years provision to the well-being of children

The childminder places high priority on developing strong and trusting relationships with parents. Flexible and supportive settling-in procedures, such as regular visits by the family to the childminder's home before a child starts, reduce anxiety for both parents and child. As a result, this helps ensure smooth transitions into the childminder's care. The childminder is very conscientious about following parents' wishes and children's care routines from home to ensure she effectively promotes children's health and emotional well-being. As a result, children feel safe and secure in the childminder's care. The childminder is sensitive and encouraging while changing babies' and young children's nappies. She makes good eye contact and engages them in simple games and rhymes while pointing to their hands and feet. As a result, babies develop confidence and self- awareness. Bathroom facilities are child-friendly and well organised to support young

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The contribution of the early years provision to the well-being of children

children as they become more aware of their own personal needs. The childminder knows the children well and recognises their own ways of communicating their needs, such as when they are tired. She gently soothes babies to sleep, making sure they have their favourite toy from home nearby for comfort.

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The contribution of the early years provision to the well-being of children

The childminder works consistently with parents to help support children's understanding of acceptable behaviour. She is a good role model and sets clear boundaries so that children understand what is expected of them. The childminder uses supportive strategies to help children learn to show care and concern for others. For example, she encourages a young child to care for her doll and give it a bottle while she sits next to her feeding a baby. The childminder takes children to many different groups in the local community, such as toddler groups, the local library and a music group. As a result, young children have greater opportunities to socialise with others and to learn about the wider world.

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The contribution of the early years provision to the well-being of children

Children have many opportunities to gain a good understanding of the importance of fresh air and exercise as part of a healthy lifestyle. The layout of the playroom provides direct access to two safe and secure outdoor areas. At the front, the childminder has designed a small paved area and to the rear, children can access the larger garden. The childminder has an extensive range of outdoor equipment, such as, tunnels, tents, ride-on toys, soft play equipment and skittles. As a result, children can take part in activities which provide good levels of physical challenge. The childminder helps children grow and harvest their own vegetables, such as potatoes, carrots and leeks, so that they learn where the food on their plate comes from. The childminder places high regard on providing children with healthy and nutritious options at meal and snack times. Children sit together in the dining room enjoying a hot home-cooked meal at lunchtime which meets their individual dietary

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provision

The childminder has high aspirations for providing children and their families with a high quality holistic service in which children are very happy and enjoy their learning. She is very well organised and regularly evaluates the activities she provides to enhance children's learning experiences. She takes responsibility for her own professional development to ensure her knowledge and skills reflect current practice. The childminder is careful to ensure self-evaluation takes account of the views and needs of parents and their children. She has developed an effective improvement plan with meaningful priorities to enhance her already good practice. For example, inviting parents to a stay and play session on a Saturday morning. In addition, she is planning and resourcing a 'mud kitchen' to provide children with wider sensory opportunities to explore and experiment outdoors with natural resources and kitchen utensils.

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provision

Parents value the care and support provided by the childminder. They praise her extensive settling-in procedures and comment on her being flexible and supportive, and how much their child has gained from the activities, outings and the homely environment provided. The childminder is responsive and proactive about ensuring children receive any support they need from other professionals to help them to achieve their full potential.

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provision

The childminder has a very good understanding of her responsibilities to meet the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. Comprehensive and up-to-date documentation is maintained to support children's care and welfare. The childminder regularly attends safeguarding training to ensure she is fully aware of the signs and symptoms of abuse and the procedures to follow should she have any concern about a child's welfare. The childminder takes very effective steps to ensure children are safe and secure at all times. For example, she uses an intercom system on the locked gate at the front of the premises, where parents gain entry, to ensure no unauthorised people have access to the children. Policies and procedures are implemented effectively to promote children's good health, safety and well-being.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY361632 Local authority Suffolk Inspection number 817696 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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