Childminder EY348784

Inspection date 11 June 2019 Previous inspection date 1 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 childminder uses resources available in her local community effectively to plan and provide meaningful and enjoyable learning experiences for children. Children enjoy regular visits to the local train station and large park next to the childminder's home. n The childminder is proactive in using local childminding groups as a source of support and as an opportunity for children to socialise with others. She plays an active part in the organisation of a group, where she helps to lead, plan and run sessions and activities. n Relationships with parents are supportive and the childminder is considerate of the individual needs of each family. She works in partnership with parents to offer advice and guidance with child-rearing practices, such as toilet training. Parents say their children are happy at the setting. n The childminder is a positive influence on the children she cares for, and is kind and

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This provision is good

friendly. She offers a constant source of encouragement and praise for the children. They thrive in the welcoming and supportive environment she provides. n The childminder has gained some insight into the children's experiences and cultures celebrated in their home life. However, she has not yet made best use of this information to plan and provide a broad range of activities which promote diversity and children's sense of identity. n On occasions, the childminder does not always make the most of opportunities to enhance children's early reading and writing skills to the highest level.

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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 draw on children's experiences, cultures and beliefs to plan and provide activities which value diversity and support children's sense of identity n make the most of opportunities to support and further develop children's early reading and writing skills.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children. 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 from parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder demonstrates a good understanding of the signs and symptoms that indicate a child is at possible risk of abuse. She knows what to do and where she can report her concerns. The childminder is reflective of her own practice. She has identified training courses that may be beneficial to her and how they have an impact on her own professional practice. In addition, the childminder has a good understanding of her own strengths and what she can expand on to enable children to make further progress in their learning and development. The childminder upholds high standards for health and safety, and carries out regular checks on fire detection equipment. Evacuation drills are practised to ensure children's safety is at the forefront.

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Quality of teaching, learning and assessment is good

The childminder provides many opportunities for children to explore mathematical concepts. Children build bridges of various sizes and then consider whether the toy train is 'too big' or 'too small' to fit underneath. When the train track breaks, the childminder inspires the children to think about how they can they fix the track and encourages them to have a go themselves. The childminder gives children time to respond and is careful not to ask too many questions, so as not to overwhelm them. As a result, children's communication and language skills are good. They are able to articulate and assert their needs. Assessments on the children are accurate as the childminder knows the children well. When making cards, the childminder ensures that children know that there is no preconceived end product, instead children enjoy the process of making their own creations and using the resources available to them to choose what they want to use

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Personal development, behaviour and welfare are good

The childminder works hard to create a home-from-home environment where children are provided with emotional warmth and stability. She keeps routines consistent to enable children to anticipate daily events and routines, such as a morning walk to the nearby park. As a result, behaviour is positive as children feel included and in control of what happens at the setting. At mealtimes, children know that they must wash their hands prior to eating and find their own lunch boxes. This fosters their sense of belonging and an understanding of the personal self-care skills needed to keep themselves clean and healthy. Children form positive attachments to the childminder and they spontaneously enjoy cuddles together.

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Outcomes for children are good

Children are confident learners who consistently make good progress. The childminder identifies when children may not be making the best progress and the reasons for this. She works in partnership with parents to support children's learning and to ensure a consistent approach is used at home and in the setting. Children develop a range of skills, such as being able to find their own personal items and sharing mealtimes together. Children show good control when using items to stick and make marks using pencils. This puts them in a good position for their transition on to school.

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Setting details

Unique reference number EY348784 Local authority Suffolk Inspection number 10073865 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 6 Number of children on roll 6 Date of previous inspection 1 February 2016

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Registers

The childminder registered in 2007 and lives in Ipswich, Suffolk. She operates all year round from 7am to 6pm, 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

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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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