Squirrell, Fay

Inspection date 25 February 2019 Previous inspection date 30 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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This provision is good

n The childminder is caring and attentive, she provides good emotional support through nurturing and affectionate bonds, to support children to feel secure and settle well. n Children experience a range of stimulating and enjoyable learning opportunities indoors and outside, which supports children to develop well. n Partnerships with parents are strong. The childminder has established good procedures to keep parents well informed about their children's progress. n The childminder uses effective methods to enable her to monitor and assess children's development. As a result, children make good progress from their starting points. n The childminder makes good use of self-evaluation to continually improve her practice, and ensures that she keeps her knowledge about early years up to date through proactive research. n The childminder does not consistently build effective links with other settings that children also attend, in order to enable her to share information about learning and

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This provision is good

development. n At times, the childminder does not make the best possible use of what she knows about children to extend their learning further. For example, she misses opportunities to support bilingual children to further develop their early literacy skills.

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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 and maintain effective links with other settings that children also attend, in order to regularly share information on children's progress n enhance opportunities for bilingual children to explore their spoken languages in print and mark making, to further develop their early literacy skills.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the interactions between the childminder and children, and assessed the impact on children's learning. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector completed an evaluation of an activity with the childminder, and looked at a selection of children's assessment records and planning. n The inspector viewed relevant documentation, including evidence of paediatric first-aid training and public liability insurance. n The inspector took account of the views of parents spoken to during the inspection, and sampled written feedback from parents.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of her role and responsibilities to protect children. Self-evaluation is effective, the childminder reflects on her own practice and takes account of the views of parents to support improvement. She maintains her knowledge. For instance, she reads professional magazines and makes good use of networking opportunities with other childminders to access training to continue to build on her knowledge, understanding and skills. The childminder successfully maintains documentation and implements procedures to meet children's needs and ensure the safe and efficient management of her provision. Parents speak highly of the childminder. They comment positively about how their children are cared for and how they have made good progress in their learning.

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Quality of teaching, learning and assessment is good

The childminder works in partnership with parents to gather information about children's starting points to support their future learning and development. Children are enthused to try a range of different experiences, such as exploring blowing bubbles in the garden. The childminder encourages children to recognise the colours and shapes that the bubbles create, and develop their counting skills. The childminder supports children's learning of the natural world. For example, they go on regular nature walks to visit the horses and feed the ducks. The childminder uses effective teaching strategies to help children to learn. For example, she shows them how to do things and then encourages them to try for themselves as they learn how to balance blocks to successfully build a high tower.

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Personal development, behaviour and welfare are good

The childminder is caring and attentive and develops nurturing relationships with children. She places a strong focus on their well-being, and works closely with parents to help ensure children are emotionally secure and settle well. The childminder supports children to develop choice and independence in their play through a range of activities. Children enjoy healthy snacks and benefit from regular fresh air and exercise in the childminder's garden and local community. The childminder acts as a positive role model for children and provides praise and encouragement, which supports children to behave well.

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Outcomes for children are good

Children are confident under the childminder's care. They develop good social skills, form friendships with their peers and consider the needs of others. Children express themselves well. For example, they demonstrate good communication and language skills as they engage with visitors and the childminder to talk about their play. Children are enthusiastic and motivated learners who gain the skills that prepare them well for their next stage of learning.

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Setting details

Unique reference number EY265084 Local authority Suffolk Inspection number 10066171 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 - 12 Total number of places 6 Number of children on roll 13 Date of previous inspection 30 September 2015

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Registers

The childminder registered in 2003 and lives in Sudbury. She operates all year round from 8am to 5.15pm, Monday to Friday, except for 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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