Childminder in Suffolk

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive in the welcoming environment happy and eager to learn. They quickly settle to activities, showing good levels of concentration. They choose and freely access a wide range of interesting resources. The childminder has high expectations for children and supports them to be ready for their move on to school. Older children engage enthusiastically in a number game and confidently count. Young children explore movement and wheel vehicles down a track. They listen to the childminder's simple instructions. For example, they squeal with delight as they release the vehicle when the childminder says, 'Ready, steady, go.'

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The provision is good

Children of all ages play cooperatively together and develop good friendships with their peers. Older children regularly engage in discussions with each other. They listen to and answer each other's questions, showing good communication and language skills. Young children confidently babble and use simple words. They are settled and show that they feel safe and secure.

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The provision is good

Children enjoy their time outdoors. The childminder talks to them about the natural world. Children are inquisitive and ask questions to which the childminder responds, helping them to build their knowledge. Together, they discuss the features of a tree, such as its age, and learn about animals that hibernate in the winter.

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need to do better?

n The childminder knows the children well. He knows what they are interested in and what they like to learn. He uses their interests well to plan enjoyable and challenging learning opportunities for them. All children engage enthusiastically in a music activity. They sing rhymes and songs. The childminder joins in, singing and doing the actions with them. Young children hold his hand for reassurance as they march and step in a circle, learning to move in different ways. n The childminder engages with young children and has simple conversations with them about their home life. Children show that they enjoy this interaction and readily answer his questions and engage in conversation. The childminder adapts how he communicates with children according to their level of development. He gives young children simple instructions. He encourages older children to recall what they remember from previous conversations. For

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need to do better?

example, they remember that snowdrops grow at the start of spring. n The childminder works closely with his co-childminder and their assistant. They communicate well together and share information about children's achievements. They fully understand their roles and responsibilities within the setting, which makes it a calm and well-organised environment. They support

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need to do better?

9 January 2020 each other and are confident to feed back ways that they can develop their practice further. This supports their continued professional development. n Parents are very complimentary about the childminder's provision. They value the information that the childminder shares with them about children's progress. The childminder and parents work collaboratively together to put plans in place for how they can continue to help children to achieve well in the setting and at home. n The childminder has high expectations for children's behaviour. He supports young children to learn about the importance of sharing resources. If they run into difficulty, he takes prompt action to manage these situations positively. He distracts children with another exciting activity that they quickly engage in. n Children develop good levels of independence, which is fostered at every opportunity. Older children capably get themselves ready to go outdoors and

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need to do better?

manage their own self-care skills. They follow good hygiene procedures and know when it is important to wash their hands. Young children are confident to make choices and communicate their needs well. The childminder responds well to their needs, such as when they are tired. n Children skilfully manage times when they change activities. For example, they promptly sit down for snack when requested to do so. The childminder ensures younger children sit safely in chairs. However, the childminder, his co- childminder and their assistant busily engage in routine tasks at this time and do not make the most of opportunities to continue children's learning. At times, children get fidgety and begin to lose focus and concentration.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands his responsibilities to keep children safe from harm. He has attended child protection training. He regularly discusses different aspects of safeguarding with his co-childminder and their assistant to ensure they keep their knowledge up to date. He knows the signs that may indicate a child is at risk of harm. He understands the procedure he must follow and who to contact should he have any concerns about a child's welfare. He knows that if concerns are raised about him, his co-childminder or their assistant, he must refer these to the relevant agencies.

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should:

n use routines of the day, such as snack time, as high-quality learning opportunities to continue children's good level of enjoyment and engagement throughout the day.

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Setting details

Unique reference number EY273570 Local authority Suffolk Inspection number 10073288 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 to 8 Total number of places 12 Number of children on roll 15 Date of previous inspection 19 January 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Lowestoft, Suffolk. He operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with his wife and his daughter. His wife is also a registered childminder, and his daughter works as an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector had a tour of the childminder's setting and made observations throughout the inspection of children's experiences. n The inspector spoke with the childminder, his assistant and children at appropriate times during the inspection. n The inspector spoke with parents to gather their views and took account of parents' views through written feedback provided. n The inspector and the childminder observed children together and discussed their learning and progress during activities. n The inspector looked at a sample of documents, including evidence of the suitability of all persons living and working on the childminder's premises.

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Inspection activities

9 January 2020 We carried out this inspection 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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Inspection activities

9 January 2020 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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