Childminder 250772

Inspection date 8 October 2018 Previous inspection date 16 September 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 is committed to the continuous improvement of her provision. She has taken good steps to address the recommendations set at the last inspection. For example, she now routinely includes counting into the activities that she does with the children to support their development in mathematics. n The childminder builds strong partnerships with parents. She keeps them well informed about their children's day and learning. Parents state that they appreciate the good levels of communication. n The childminder knows the children well and talks confidently about their individual likes, dislikes and interests. She plans a varied range of activities that children enjoy. Activities are adapted to enable children to participate at their own level. n The childminder establishes caring relationships with the children in her care, actively supporting them to feel happy and settled. Children build close emotional bonds with

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The provision is good

the childminder. n The childminder sets clear, age-appropriate boundaries for the children and gently reminds them of these throughout the day. Children develop good manners and behave well. They respond positively to the childminder's high expectations.

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It is not yet outstanding because:

n The childminder's checking of children's progress is not rigorous enough to enable her to precisely monitor where children are in their learning and quickly identify any concerns. n The childminder does not consistently support children's developing awareness of the importance of good hygiene practices.

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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 strengthen the ways in which children's progress is monitored, to ensure that they are making the best possible progress across all areas of learning n reinforce children's developing awareness of the importance of good hygiene practices.

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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 spoke with the childminder at appropriate times throughout the inspection. She observed a planned activity and jointly evaluated this with the childminder. n The inspector discussed children's learning and looked at a selection of policies and other records. n The inspector checked evidence of the suitability of all household members and qualifications of the childminder. She also discussed the childminder's self-evaluation. n The inspector spoke to a parent and took account of written testimonials.

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Effectiveness of leadership and management is good

The childminder is well qualified. She liaises with other early years professionals and keeps up to date with current legislation. This helps to ensure that she continues to meet the statutory requirements. The childminder reflects on the service that she provides. She is aware of her strengths and has plans in place to manage and address the areas for development she has identified. For example, she is currently improving the garden so that children can dig in soil, plant vegetable seeds and harvest produce as part of learning about the natural world. Testimonials from parents demonstrate the high regard they have for the childminder. Parents describe her as 'kind, caring and friendly' and value the 'wonderful homely setting'. 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 considers children's individual learning needs when planning for their next steps. She provides activities that are interesting and motivate children to play and enjoy their learning. The quality of teaching is consistently good. The childminder is actively engaged in the children's play and responds well to the short concentration span of younger children. For example, when they quickly tire of a planned activity to encourage their coordination of the small-muscles in their hands the childminder readily suggests that they have snack and then go outdoors to play. Children enjoy being outdoors. They develop their physical skills and learn about nature. Children readily pick ripe tomatoes for lunch. The childminder actively listens to what children say. She repeats words back to children and engages them in simple conversations.

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Personal development, behaviour and welfare are good

Children respond positively to the childminder's consistent and loving care. They readily go to her for a cuddle and support with activities. Parents describe the provision as 'home-from-home for the children'. The childminder is a good role model who is calm, gentle and treats children with positive regard. She effectively builds children's self- esteem, giving praise for good behaviour and individual efforts. Children show delight as she cheers and claps along with them when they manage to assemble the construction bricks. The childminder is careful to ensure that all children are included in the activities and routines of the day. Children have daily opportunities for exercise and fresh air, helping to promote their good health and physical well-being.

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Outcomes for children are good

Children develop a good foundation for future learning, such as moving on to nursery or school. They are motivated and independent learners who readily lead their own play. Children enjoy books. They readily look at picture books with the childminder and talk about the illustrations. Children are encouraged to count in routine and play situations. For example, they count the number of tomatoes they have picked from the plant and learn about heavy and light when playing with balance scales.

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Setting details

Unique reference number 250772 Local authority Suffolk Inspection number 10066139 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 1 - 8 Total number of places 6 Number of children on roll 10 Date of previous inspection 16 September 2015

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Registers

The childminder registered in 1994 and lives in Wickham Market, Suffolk. She operates all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3.

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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

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Registers

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Registers

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Registers

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