Childminder EY405193

Inspection date 4 February 2019 Previous inspection date 4 November 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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This provision is good

n The childminder is well qualified. She reflects on the service that she provides and seeks the views of parents when planning for improvement. The childminder is aware of her strengths and areas for development. She is committed to providing a good quality care and learning experience for all children. n The childminder establishes strong partnerships with parents. She is dedicated to working together with them to promote continuity in children's care and learning. Parents are kept well informed about their children's day and their developmental progress. n The childminder knows the children well and understands where they are in their development. She uses this information effectively to plan for the next steps in their learning. The childminder checks children's ongoing progress regularly to ensure that they are making good progress towards the early learning goals. n The childminder supports children's communication and language skills well. Older

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This provision is good

children are encouraged in conversation. The childminder actively listens to what they have to say. She responds well to the babbles and single words of younger children, mimicking conversation and introducing new vocabulary. n Children are happy and settled in this friendly and welcoming childminding setting. They develop close emotional attachments to the childminder and good friendships with each other. Children learn about people and communities beyond their immediate experience. n The childminder does not persevere in her efforts to build partnerships with others who provide care and learning for the children, in order to develop an effective two-way flow of information.

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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 persevere with efforts to establish effective partnerships with others who provide care and learning for the children.

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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 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 took account of written testimonials and questionnaires from parents.

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Effectiveness of leadership and management is good

The childminder has taken effective steps to address the recommendations set at the last inspection. For example, she now makes good use of everyday opportunities to support children's mathematical development. The childminder regularly meets with other early years providers. This enables her to share ideas about good practice and helps her keep up to date with changes to legislation. The childminder is committed to her professional development. She completes relevant training to further develop her skills and knowledge. For example, following training, she now understands how to more fully support children's interest in experiencing and using natural resources. Safeguarding is effective. The childminder has a good awareness of the signs and symptoms of abuse. She knows how to report concerns in order to protect children's welfare.

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Quality of teaching, learning and assessment is good

The childminder plans and provides a varied range of activities that children enjoy. Children are motivated to play, learn and make good developmental progress. The childminder is actively engaged in the children's play. The activities she provides reflect children's interests and build on what they already know. Children participate at their own level. For example, the childminder provides small pompoms, tweezers and containers. Younger children enjoy filling and emptying the containers. The childminder extends the activity for older children. She introduces balance scales and encourages them to explore heavy, light and equal weight. Children choose freely from the toys available to them, effectively supporting their independence and sense of belonging.

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Personal development, behaviour and welfare are good

The childminder fosters children's emotional well-being and supports them effectively as they move from home to her provision. She tailors settling-in procedures to the individual needs of each child and their family. Children are exceptionally secure in their relationships with the childminder. They readily go to her for cuddles and to share their play and learning. The childminder is a good role model who has clear and consistent boundaries for children's behaviour. She gently reminds children of these when managing unwanted behaviour and considers the age and level of understanding of the children. Children are encouraged to think about the needs and feelings of others, share and take turns.

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Outcomes for children are good

Children make good progress from their starting points and develop the key skills needed to be ready for school. They are helped to play in ways that are safe for themselves and others. For example, when using safety knives to cut fruit at snack time, the childminder helps children to learn how to use them safely. Children count spontaneously, such as counting how many pieces of fruit are on their plate. They have daily opportunities for exercise and fresh air. This helps to promote their good health and physical well-being. Children manage their personal hygiene needs relevant to their age.

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Setting details

Unique reference number EY405193 Local authority Suffolk Inspection number 10072034 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 - 4 Total number of places 6 Number of children on roll 6 Date of previous inspection 4 November 2015

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Registers

The childminder registered in 2010 and lives in Bury St. Edmunds, Suffolk. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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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