Childminder EY382852

Inspection date

Previous inspection date 10 August 2017 28 February 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder supports children's emotional well-being effectively. Children develop a strong bond with the childminder and settle quickly and comfortably in her care. They happily seek her company in their play or if they need a reassuring cuddle.  Teaching is good. The childminder provides a range of interesting activities in the indoor and outdoor environment. She uses her knowledge of how young children learn to help them make good progress.  Children behave well. The childminder acts as a good role model for children, helping them learn how to behave appropriately. She uses a range of strategies, such as praise and explanation, to teach children to respect each other.  The childminder develops strong relationships with parents, which help to support continuity in children's care and learning.

p.1

It is not yet outstanding because:

 The childminder does not gather enough information about children's learning and achievements when they first start.  Although the childminder has attended all the mandatory training, her plans for further professional development are not yet ambitious enough to raise the quality of her teaching to exceptional levels.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 strengthen the systems for gathering information when children first start at the setting  build on the plans for professional development to enhance the quality of teaching and achieve excellent outcomes for children.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities in the childminder's home and assessed the impact this has on children's learning.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through reading the written feedback provided.  The inspector held discussions with the childminder. She looked at documentation and evidence of the suitability of persons living in the household.  The inspector discussed and evaluated an activity with the childminder.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder demonstrates a good knowledge of the potential signs of abuse and is confident in what to do should she have any concerns about the welfare of a child. She regularly updates her policies and procedures and shares these with parents. The childminder carries out frequent risk assessments in her home to help ensure children are safe. The childminder has good systems in place to monitor children's progress and help ensure any gaps in their learning are identified and swiftly addressed. The childminder successfully evaluates her practice and identifies ways to improve the quality of the provision. Parents' written comments are very complimentary about the childminder.

p.3

Quality of teaching, learning and assessment is good

The childminder knows the children well and has high expectations for their learning. She plays alongside children and interacts well to guide and extend their learning effectively. Children's communication skills are well supported. The childminder asks a good range of questions to support children to express their thoughts and ideas. Children learn new words quickly and are eager to use them. The childminder helps children to enjoy their learning with activities that interest them and encourage them to use their skills. Children happily explore the range of toys and resources. Younger children enjoy pouring and filling containers at the water tray. The childminder introduces simple mathematical vocabulary, such as 'full' and 'empty'. The childminder carefully observes children and uses this information to plan effectively for children's next steps in learning.

p.3

Personal development, behaviour and welfare are good

Children's emotional well-being is successfully fostered. They have positive relationships with the childminder and her family and enjoy spending time with them. The childminder is attentive to the care needs of each child. She encourages children to talk about their families and experiences to help them learn about other people. Children enjoy creating pictures for members of their family. They are confident to talk about their creations. Children have good opportunities to develop their understanding of healthy lifestyles. Children are independent, putting on their own shoes and coats. They benefit from regular play in the outdoor environment.

p.3

Outcomes for children are good

Children are developing the key skills needed for the next stage in learning and their eventual move on to school. They are confident and independent. Children's personal, social and emotional development is developing well. They are learning to share, take turns and develop secure friendships with other children.

p.3

Setting details

Unique reference number EY382852 Local authority Suffolk Inspection number 1087314 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 28 February 2014

p.4

Telephone number

The childminder registered in 2008. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 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.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5