Alexina Jane Perrett

Inspection date 9 April 2019 Previous inspection date 8 August 2016

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not ensure that all children are fully included in activities and daily routines to help develop their social skills. n The childminder does not use observations and assessments of children's learning effectively to clearly identify what children need to learn next. She does not consistently provide activities that sufficiently challenge the youngest children in her care, to keep them stimulated and motivated. n The childminder does not gather precise information from parents about children's learning at home prior to starting at the setting. This means that starting points in learning are not identified quickly enough.

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It has the following strengths

n The childminder and her co-childminder complete visual checks before the children arrive each day to maintain a safe environment for children to play in. They communicate effectively to meet children's care needs. n Children are settled in the childminder's care. They develop close bonds with the childminder and co-childminder and seek them out for reassurance and cuddles. The childminder keeps parents informed about their children's day. n The childminder has well-established links with staff at the local school that children attend. She is committed to working with them to ensure continuity of care for the children. n The childminder takes equal responsibility for all aspects of practice with her co- childminder. She completes regular training to further develop her knowledge and skills.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that babies and toddlers are fully included in all activities and routines of the day 23/04/2019

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What the setting needs to do to improve further

improve the quality of provision to ensure that all children experience engaging and challenging activities which are carefully planned and accurately targeted to promote children's next steps in learning and support them to make good progress 07/05/2019

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What the setting needs to do to improve further

ensure that detailed information is gathered from parents about what a child knows and can do when they first start at the setting. 07/05/2019

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. She evaluated the success of activities with the childminder. n The inspector spoke with the childminder during the inspection. She looked at relevant documentation and children's records and discussed the childminder's policies and procedures. n The inspector spoke to children during the inspection. n The inspector checked evidence of the suitability of the childminder and those living on the premises. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management requires improvement

The childminder does not involve parents in their children's learning from the outset. She does not gather precise information about children's capabilities when they first start at the setting. This means that the childminder cannot precisely monitor children's progress from their starting points. The arrangements for safeguarding are effective. The childminder has a good understanding of safeguarding procedures. She has attended relevant training to ensure she can protect children. The childminder knows the appropriate action to take if she were to have a concern about the welfare of a child in her care.

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Quality of teaching, learning and assessment requires improvement

The childminder works closely with her co-childminder. They observe children as they play and routinely assess children's progress. However, the childminder does not use information from assessment effectively to fully support children with their ongoing learning. The quality of teaching is variable and there are times when younger children are not provided with stimulating activities. As a result, all children are not fully supported to make the best possible progress in their learning. At times, the childminder's interaction with children is good. For example, she gets down to the children's level and joins in with their play. Children enjoy joining in with the actions to familiar rhymes. They use musical instruments and household objects to explore the different sounds they make.

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Personal development, behaviour and welfare require improvement

The childminder and her co-childminder generally offer a suitable range of toys and resources, and children occupy themselves adequately. However, there are times when the learning environment does not stimulate younger children and keep them motivated and interested. On occasions, the childminder does not involve younger children in activities and daily routines. For example, toddlers sit on the childminder's lap while she plays a board game with older children. The childminder and her co-childminder supervise children appropriately. However, weaknesses in the childminder's teaching mean that she does not always provide a challenging environment for all children, to help them make the best possible progress.

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Outcomes for children require improvement

Children do not make good enough progress due to the inconsistencies in teaching. Despite this, children develop some key skills to support their future learning. They have some opportunities to develop their independence as they select what they want to do next. Children lead their own play and are generally cooperative with their peers. They enjoy physical play outdoors and manage their self-care skills relevant to their age and level of ability. Babies express themselves confidently through gestures, expressions and sounds.

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Setting details

Unique reference number EY398930 Local authority Suffolk Inspection number 10102904 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 - 9 Total number of places 10 Number of children on roll 25 Date of previous inspection 8 August 2016

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Registers

The childminder registered in 2009 and lives in Lowestoft, Suffolk. She works with a co- childminder and occasionally with an assistant. The childminder operates all year round, from 6.30am to 6.30pm from Monday to Friday, except for bank holidays and family holidays. 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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