Childminder EY345643

Inspection date 13 May 2019 Previous inspection date 2 February 2016

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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 well-qualified childminder is forward thinking and uses her knowledge of children's learning needs and interests, alongside parents' comments, to focus her plans for continuous improvement. For example, she makes plans to develop her garden fencing to safely reflect children's interest in interactive objects such as latches, keys and door handles. n The childminder thanks children for their help with tasks, such as tidying or sorting. She gives children specific praise for their actions; this builds children's self-esteem and their understanding of positive behaviours. n The childminder sensitively helps children to prepare for life changes, such as the birth of a sibling. She promotes role play with dolls and supports children's social and emotional skills. n The childminder encourages children to think about concepts such as size. For instance, she talks about socks being 'too big' or 'too small' for certain dolls. This

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This provision is good

promotes children's mathematical thinking skills and vocabulary. n Children make good progress and build secure foundations for their future learning. They are inquisitive and develop a positive attitude to learning. n Parents comment positively on the variety of activities children enjoy during their time with the childminder. They appreciate the childminder's warm, engaged manner and the safe, loving home environment she provides. n The childminder does not use all opportunities to help children develop empathy and consideration for the feelings and experiences of others. n The childminder does not make the most of her good partnerships with parents to encourage them to contribute regularly to her ongoing assessments of children's learning.

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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 enhance opportunities to help children develop empathy and consideration for the feelings and experiences of others n explore further ways to involve parents in the ongoing assessments of their children's learning.

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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 has on children's learning. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and reviewed evidence of the suitability of all persons living on the premises. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke to children at appropriate times during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the signs and symptoms that may indicate children are at risk of harm. She attends child protection courses regularly and is aware of the procedures to follow if she has a concern about a child's welfare. The childminder uses risk assessments to help ensure that children are safe. For example, she checks that cleaning products are stored safely and that the garden is free from hazards. The childminder forms positive relationships with parents. She shares details of children's next steps with parents to continue their learning at home. The childminder seeks out opportunities to develop her skills further and gain new ideas. For example, she recently completed a degree-level qualification and has used the new knowledge from the course to support children's learning and deepen her understanding of safeguarding issues.

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Quality of teaching, learning and assessment is good

The childminder knows children well. She makes accurate assessments and uses termly reviews to focus her understanding of children's progress and identify their next steps. She finds out information about important home events and children's interests to inform her activity plans. Children show a keen interest in books. When the childminder begins to read to another child, they all stop what they are doing to listen and join in. The childminder reads books with good pace. She stops to ask questions and encourages children to copy the actions of characters. For example, young children find their nose and ears after finding the toes and ears of different animals on the illustration. Children delight in making the noises of animals, such as bees, bears and cows. The childminder helps young children to count objects during play and she encourages children to recognise and name colours. For example, during a painting activity, children lift and tilt

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Quality of teaching, learning and assessment is good

a tray to explore paint-covered marbles moving and then examine the marks the rolling balls make on their paintings.

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Personal development, behaviour and welfare are good

Children play imaginatively with dolls. They dress them, feed them and wrap them in blankets. The childminder is an active participant in children's play. She helps them to think of ways to make the baby warm when they comment that the baby is chilly. Children are relaxed and happy. They regard visitors, such as the inspector, with curiosity. They form good bonds with the childminder and demonstrate that they feel safe and secure. They access a range of resources and equipment independently. Children enjoy lots of time outdoors. They kick balls, push themselves along in ride-on toys and run in the open garden space. Children access water to drink freely, and the childminder encourages them to stay hydrated. They learn self-care skills, for example, as they demonstrate effective handwashing and capably remove their shoes.

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Outcomes for children are good

Children are alert and eager to join in with activities. They become confident communicators. Young children begin to use words to express their needs and ask for help. Older children are keen to begin taking part in full conversations with the childminder. Children enjoy choosing books and practise turning the pages one at a time.

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Setting details

Unique reference number EY345643 Local authority Suffolk Inspection number 10073812 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 - 2 Total number of places 6 Number of children on roll 4 Date of previous inspection 2 February 2016

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Registers

The childminder registered in 2007 and lives in Ipswich, Suffolk. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. 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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