Childminder 251373

Inspection date

Previous inspection date 14 December 2017 8 June 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder is committed to the continuous improvement of her provision in order to provide children with a consistently good-quality care and learning experience.  The childminder builds friendly and trusting partnerships with parents. She keeps them fully informed about their children's day and learning and encourages them to continue to share what they know about their child.  The childminder knows the children well. She talks confidently about their interests and where they are in their learning and development. She observes and assesses their learning and uses this information effectively to plan for their continuing progress.  The childminder is a good role model. She successfully supports children's developing awareness of managing their own emotions and behaviour. Consistent boundaries are in place, helping children to understand what is expected of them. Children are supported to share resources, take turns and consider the feelings of others.

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It is not yet outstanding because:

 The childminder occasionally overlooks opportunities to further promote children's developing thinking skills. She sometimes provides children with answers before they have had time to think and express their own responses.  The childminder does not consistently promote children's self-care skills. For example, she does not routinely encourage them to manage their own shoes and coats as part of supporting their developing independence.

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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

 maximise opportunities to help children to think and explore their own ideas  give children more opportunities to learn to do things for themselves and develop self- care skills.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke with the childminder at appropriate times throughout the inspection. She observed a planned activity and jointly evaluated this with the childminder.  The inspector discussed children's learning and looked at a selection of policies and other records.  The inspector checked evidence of the suitability of all household members and qualifications of the childminder. She also discussed the childminder's self-evaluation.  The inspector took account of written testimonials from parents.

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Effectiveness of the leadership and management is good

The childminder reflects on the service that she provides. Self-evaluation takes into account the views of parents and children. This helps her to identify her strengths and areas for development. The childminder takes responsibility for her own professional development. Her assessments of children's progress are accurate and she shares information about their development with other settings that they attend. This effective two-way flow of information helps to ensure that children's individual needs are identified and met. Communication with parents is good. Parents hold the childminder in high regard. They particularly appreciate that she gives them, 'Complete peace of mind as a working parent'. Safeguarding is effective. The childminder has a good awareness of the indicators of abuse and knows how to report concerns.

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Quality of teaching, learning and assessment is good

The childminder provides a stimulating learning environment indoors and outside. Toys and resources are stored to enable children to select for themselves, promoting the development of their decision-making skills and confidence. Children enjoy playing outdoors, where they develop their physical skills. The quality of interaction between the childminder and the children is good. She takes into account their interests and learning needs. For example, children roll out dough and use cutters to make Christmas shapes, such as a tree and a snowman. The childminder extends the activity to encourage them to count how many buttons are on the snowman. They talk about how many eyes it needs and compare it to their own faces.

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Personal development, behaviour and welfare are good

Children's emotional well-being is fostered well. The childminder establishes caring relationships with the children in her care. They readily go to her to invite her to share in their play. They enjoy snuggling on her lap to look at books together. Children are happy and settled in this friendly and welcoming childminding setting. Settling-in procedures for new children are tailored to the individual needs of each child and their family, helping children to develop secure emotional attachments to the childminder. The childminder is calm and gentle and treats children with positive regard. She builds children's self-esteem, giving meaningful praise for good behaviour and individual efforts. Children have daily opportunities for exercise and fresh air. This helps to promote their good health and physical well-being.

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Outcomes for children are good

Children make good progress from their starting points. They develop the key skills needed to be ready for school. Children are motivated to play and learn. They readily choose what they want to do and lead their own play. Children understand that print carries meaning. They enjoy looking at books with the childminder and talk about the illustrations. Children are encouraged to count as they play and are beginning to use some number names spontaneously.

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Setting details

Unique reference number 251373 Local authority Suffolk Inspection number 1090278 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 1999 and lives in Beccles, Suffolk. She operates from Monday to Thursday, during school term time, from 7.30am to 5pm. Childcare during school holidays is available by arrangement.

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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

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Telephone number

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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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