Childminder 250561

Inspection date 10 August 2018 Previous inspection date 12 February 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder has developed good relationships with other settings that children attend. This helps to support children's transitions and enhance their continuity of care and learning. n Children build secure attachments to the childminder. This helps them to settle quickly. Children are happy to arrive at the childminder's house and are eager to see their friends and choose activities. Children are well supported emotionally and socially. For example, the childminder supports them to negotiate during cooperative play with their peers. n Parents comment positively about the childminder and her provision. In particular, they praise the variety of activities and outings the childminder offers. They describe the childminder as caring, warm and reassuring. n Children enjoy a variety of physical activities. They make good use of the garden space to pedal large equipment and play hopscotch. Children help the childminder to care for

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The provision is good

pets, such as guinea pigs. This helps them to develop empathy and a sense of responsibility. n The childminder has a good understanding of how children learn and develop. She knows the children in her care well and uses this knowledge to plan interesting activities to support their continued progress and meet any gaps in their learning. n Children are independent and sociable. They make choices and share ideas, such as what fruit they would like to eat and where they would like to go on outings.

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It is not yet outstanding because:

n The childminder sometimes overlooks opportunities to support children to develop their knowledge of how the world works and promote their thinking skills. n Despite having strong partnerships with families and an effective system for sharing children's progress, the childminder is not yet fully effective in engaging parents with their children's learning at home.

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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

n provide children with more opportunities to develop their critical-thinking skills and knowledge of how the world works n explore additional ways to involve parents more actively in their children's learning and developmental progress.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided. n The inspector held a number of discussions with the childminder. She looked at relevant documentation, including children's learning records and evidence of the suitability of all persons living and working on the premises.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the signs and symptoms of abuse, and what to do if she has concerns about a child's welfare. Risk assessments are undertaken to ensure the premises are suitable for use by children. For example, the childminder has detailed plans to ensure all the pets children come in to contact with are healthy and that children are supervised during interactions with them. She supports children to learn skills to keep themselves safe and healthy, such as walking carefully down steps and good handwashing techniques. She provides a range of healthy meals and children talk enthusiastically about their favourites, such as omelettes. The childminder uses daily diaries to inform parents and carers about their child's day.

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Quality of teaching, learning and assessment is good

The childminder has carefully organised her environment to enable children to independently access toys, games and equipment. She knows the children in her care well and plans interesting activities for each individual child. The childminder supports children's early mathematical skills during play activities. For example, she encourages them to count and sort toy penguins by size. This helps children to gain an understanding of similarities and differences. The childminder regularly shares her assessments of children's progress with parents, as well as details of each child's daily activities. The childminder emphasises key words as she reads books, which helps to develop children's vocabulary.

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Personal development, behaviour and welfare are good

Children form secure bonds with the childminder. They settle quickly and ask her for help with difficult tasks. The childminder praises children purposefully, encouraging them to try new skills. She sets clear rules for behaviour and gives children advance warning of activity changes. This helps children to understand what is expected of them and supports their emotional well-being. The childminder offers a wide range of activities and toys in her welcoming home. Children make choices about what they would like to do next and choose resources to extend their play. Children learn self-care skills, such as taking themselves to the toilet and washing their hands. Children are well behaved and polite, using 'please' and 'thank you' spontaneously.

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Outcomes for children are good

All children make good progress in their learning and development from their starting points. They are confident and actively explore the activities on offer. Children talk to their friends during social mealtimes. They talk about their home lives and upcoming events, such as holidays, with excitement. Children listen to each other. They delight in playing table-top games with their friends, laughing as they play cooperatively. Children are well prepared for their next stage in learning, such as school or nursery.

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Setting details

Unique reference number 250561 Local authority Suffolk Inspection number 10060125 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 3 - 14 Total number of places 6 Number of children on roll 8 Date of previous inspection 12 February 2015

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Registers

The childminder registered in 1980 and lives in Moulton. She operates all year round, from 6.30am to 6pm on Monday to Friday, except bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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