Childminder in Suffolk

Inspection date 14 May 2019 Previous inspection date 15 June 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 committed to providing a good-quality care and learning experience for all children. She reflects on the quality of her provision and considers the views of parents and children when planning for improvement. n The childminder demonstrates strong partnerships with parents. She keeps them informed through both verbal communication and written records. Written testimonials from parents indicate the high regard they have for the childminder, including comments that they have found the 'best childcare ever'. n The childminder has established effective partnerships with other settings that children attend. There is a successful two-way flow of information that helps ensure children's individual needs are identified and addressed. n The childminder knows the children well and understands where they are in their learning and development. Children make good progress from their starting points.

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This provision is good

n The childminder and her assistants establish caring relationships with the children, actively supporting them to feel safe and settled. Children readily go to them to share their play experiences and enjoy a cuddle while sitting on the childminder's lap, such as when looking at picture books together. n The childminder does not fully support those children who learn best from playing outside to develop their early writing skills in this area. n Children are not always encouraged to do things for themselves to help develop their self-care 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 make better use of a range of outdoor activities to promote the development of children's early writing skills for those children who prefer to learn outside n give children more opportunities to learn to do things for themselves and develop self-care skills.

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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 outdoors, and assessed the impact this had 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 and qualifications of the childminder and her assistants. She also discussed the childminder's self-evaluation. n The inspector took account of written testimonials from parents and children.

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Effectiveness of leadership and management is good

The childminder takes responsibility for keeping herself and her assistants up to date with current legislation and good-practice guidance to ensure that they continue to meet the statutory requirements. She is committed to continuing her own professional development and implements what she has learnt into her practice. For example, following training in supporting children's mental health the childminder has introduced activities to promote this. The childminder monitors the work of her assistants. She ensures that they maintain training and qualifications to keep children safe. For example, they all have a current paediatric first-aid qualification and up-to-date safeguarding training. Safeguarding is effective. The childminder has a good awareness of the indicators of abuse and is confident to report concerns about children's well-being.

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Quality of teaching, learning and assessment is good

The childminder observes and assesses children's learning and uses this information to plan for their next steps. She provides a varied range of activities that are rooted in children's interests. Children readily choose what they want to do and the childminder responds positively to the short concentration span of younger children. For example, when children lose interest in playing with the dolls she readily suggests an alternative activity, such as playing on the physical play equipment in the garden. Children become confident communicators. The childminder actively listens to what children have to say and responds positively to them. She provides a running commentary about what children are doing and encourages them to repeat unfamiliar words back to her. Children enjoy role play and play imaginatively, based on their own experiences.

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Personal development, behaviour and welfare are good

The childminder supports children's developing awareness of managing their own emotions and behaviour effectively. They are encouraged to use good manners and share resources. The childminder supports children to consider the needs and feelings of others. For example, when playing together with dolls the childminder notices that her assistant does not have a doll. She encourages children to go and find one for her so that they can all play together. Children have daily opportunities for exercise and fresh air, helping to promote their good health and physical well-being. The childminder finds out about children's individual routines for feeding and sleeping through her discussions with parents. She follows these, promoting continuity of care.

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Outcomes for children are good

Overall, children develop the key skills needed to be ready for school. They readily lead their own play and confidently choose from the range of toys available to them. Children use mathematical language spontaneously. For example, when making a cake with the childminder they confidently tell her that she needs three eggs. The childminder monitors the learning and development progress of the children in her care. She identifies any emerging gaps, so that appropriate intervention can be implemented.

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Setting details

Unique reference number 251167 Local authority Suffolk Inspection number 10071311 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 2 - 11 Total number of places 8 Number of children on roll 11 Date of previous inspection 15 June 2015

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Registers

The childminder registered in 2000 and lives in Ipswich, Suffolk. She operates all year round from 6.30am to 6pm, Monday to Friday, except for family holidays and Christmas Day. The childminder holds an appropriate qualification at level 3. She works with assistants on a flexible basis.

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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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