Childminder EY543287

Inspection date 4 July 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 the environment well to provide interesting and stimulating learning experiences for children. Children are taught about the features of nature and grow their own vegetables to be eaten at mealtimes or taken home to share with their families. Parents praise the childminder's ability to encourage children to try new foods they would not normally eat at home. n The childminder reflects on the progress she is making in developing her provision. The actions she has set to develop the outdoor area are highlighted in scrapbooks that document the changes she has made. She considers the impact they have on children's learning, such as the development of the outdoor role-play equipment to encourage children's skills in thinking imaginatively. n The childminder regularly accesses training as an opportunity to develop her continual professional development and inform her practice. She also uses these opportunities to

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This provision is good

meet other childminders and professionals to exchange practice ideas and offer mutual support. n Where children attend more than one setting or are transitioning to school, there are missed opportunities to work in partnership to share information about children's development and progress. n The childminder uses observations of individual activities to identify where children are in their development. However, this does not give a concise overview of children's progress or the areas in which they may need further support.

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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 build on opportunities to develop effective partnerships with other settings that children attend and schools children are due to move on to, in order to ensure there is a two-way flow of communication and that children feel supported n review the existing systems for monitoring children's progress to enable the childminder to further identify children's strengths and the areas in which they may need further support.

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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 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 feedback from parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder can identify the indicators of abuse and knows how to respond appropriately. She accesses training to ensure that she is knowledgeable and informed about recent practice and procedures for child protection. This information is verbally relayed to her assistant to support him in his role. The childminder and her assistant place themselves across the setting to ensure children are suitably supervised. Partnerships with parents are strong and parents praise the childminder for 'always putting the child first'. For example, settling-in sessions are based on the needs of the child to support their emotional well-being. The childminder understands the importance of obtaining parents' views on what their children can do and what they need further support in. She encourages parents to share video clips and photographs of children from home. She uses this information, alongside her own observations, to ensure that

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Effectiveness of leadership and management is good

when making assessments about children they are fair and accurate.

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Quality of teaching, learning and assessment is good

The childminder provides children with a range of exciting and engaging activities. Children explore cause and effect. For example, they use a small hammer to crush flowers inside a piece of material to create different colours and patterns. They show good levels of concentration and control as they skilfully position the hammer in their hands. They are conscious of others, and the childminder reminds them to take care to avoid their own fingers 'as not to hit them and hurt them'. Children explore environmental sounds. They notice and make observations when they hear an unfamiliar noise. The childminder builds on their experiences by asking them to predict what they think it might be. Younger children explore their environment readily and, for example, join in with planting activities. They explore the texture of mud and practise their skills in scooping with spades.

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Personal development, behaviour and welfare are good

Children know the importance of adhering to practices that keep them safe, such as the use of padlocks to secure a gated area with water. The childminder risk assesses and plans the environment accordingly to ensure that younger children are not exposed to potential hazards of toys that are not appropriate for their age and stage of development. Younger children seek out the childminder for cuddles when they are feeling tired or in need of affection. The childminder is sensitive to these needs and responds to them to make them feel safe and secure. Children's behaviour is good as they are motivated and absorbed in their play. Children are independent and their self- care skills are firmly embedded. For example, they automatically use the bathroom to wash their hands prior to eating, without being prompted by adults.

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Outcomes for children are good

Children make good progress in relation to their initial starting points. They are motivated to learn and excited about the experiences they have with the childminder. Children demonstrate the skills they need for school, particularly in relation to their self- care skills and independence.

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Setting details

Unique reference number EY543287 Local authority Suffolk Inspection number 10099903 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 0 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Ipswich, Suffolk. She operates all year round from 8am to 6pm, Monday to Thursday, 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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