Carpenter, Coleen Brenda

Inspection date

Previous inspection date 13 April 2015 14 September 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The experienced childminder offers a caring and nurturing environment for children. She ensures that their favourite toys and activities are always available and plans individual methods with parents to help children settle quickly. Consequently, their emotional well-being is effectively promoted and they are secure and confident in her care.  There is a strong ethos of working in partnerships with parents and other settings that children attend. The childminder works collaboratively with them to extend children's learning. Parents' regard the childminder as an extension of their own family and welcome the wealth of advice and support she consistently provides.  The childminder teaches children to have a very positive attitude towards working together to help others in the community, by participating in charity events. She plans a varied range of interesting and challenging experiences. For example, children enjoy

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This provision is good

taking part in sponsored walks, share new books with each other and are encouraged to make their own beds at home to raise money.  The childminder has a secure knowledge and understanding of safeguarding policies and procedures and is aware of her responsibilities in this respect. Children play in an environment that is safe and secure. The childminder completes daily safety checks and regularly reviews risk assessments to promote their welfare.

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It is not yet outstanding because:

 The childminder does not consistently provide children with opportunities to fully develop their language skills and respond to her probing questions as part of their play.  The childminder does not always help children to fully develop their independence, particularly their self-help skills during daily routines, in order to further prepare them for their eventual move on to school.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 extend children's language and thinking skills by consistently providing enough time for them to respond to probing questions as part of their play  maximise the opportunities for children to be independent, particularly with self-help skills, by consistently ensuring that children are provided with age-appropriate responsibilities, such as managing their own clothing and drying their own hands.

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Inspection activities

 The inspector observed a range of indoor play activities and spoke to the childminder, the children and the student, who was on a work placement with the childminder, at appropriate times during the inspection.  The inspector conducted a joint observation with the childminder.  The inspector looked at children's assessment records, a selection of policies, safety procedures and required documentation.  The inspector took account of the views of parents spoken to on the day of inspection, in addition to their written feedback.  The inspector reviewed the childminder's self-evaluation form.  The inspector looked at evidence of the suitability of students on work placements with the childminder, as well as adults who live at and regularly visit the premise.

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who attend. This is good

The childminder's detailed observations and precise assessments of children's skills enable her to accurately identify and plan for their next steps in learning. She records these in their attractively presented learning journals. Overall, the quality of teaching is good. Children build upon their emerging vocabulary. This is because the childminder helps them to understand the meaning of new words using a wealth of interactive displays and gives clear explanations to them. For example, they learn the names for different parts of their bodies. She asks children probing questions to challenge their thinking. However, she does not consistently give them enough time to respond to these questions. At times, this limits children's opportunities to think and practise their communication and speaking skills. Children are motivated and persevere at challenging tasks. They develop superb control and coordination as they learn how to stack different sized cups in the correct order. This

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who attend. This is good

is because the childminder makes learning fun and provides a high level of praise and encouragement.

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good

Children develop some independent skills in preparation for the next stage in their learning. This is because the childminder provides them with opportunities to have a go at doing things for themselves. For example, they make independent choices from a wide range of good-quality toys and activities. They also help to tidy these up when they have finished playing with them. However, activities to further maximise children's independence and self-help skills are not consistent. For example, the childminder does not always encourage children to dry their own hands after washing them or manage their own clothing. The childminder places a strong emphasis on sensitively preparing children for changes or events in their life. This helps them to explore and share their feelings. Daily opportunities for fresh air and exercise in the childminder's inviting garden stimulate children to be active. Visits to local parks and outings to adventure playgrounds enable

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good

them to develop their larger muscles as they run freely and use balancing equipment.

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provision is good

The childminder has a good understanding of her responsibility to meet and implement the requirements of the Early Years Foundation Stage. She shares her comprehensive range of written policies and procedures with parents. This means that they are well informed about her service and responsibilities. She demonstrates a strong commitment to continuing to develop her knowledge by discussing good practice with other childminders and attending training. As a result, the childminder now has an enhanced understanding of how to effectively manage children's food allergies, in-line with new legislation. The childminder is reflective and continuously evaluates her practice and monitors the educational programmes. The recent introduction of a water wall in the childminder's garden provides children with further opportunities to extend their physical skills and understanding of mathematical concepts.

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Setting details

Unique reference number EY365659 Local authority Suffolk Inspection number 863846 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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Name of provider

Date of previous inspection 14 September 2011

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Telephone number

The childminder was registered in 2008 and lives in the village of Stanton. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

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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Telephone number

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

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Telephone number

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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Telephone number

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

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