Childminder in Suffolk

Overall effectiveness Outstanding

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

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The provision is outstanding

Children, including those who speak English as an additional language, have excellent opportunities to significantly enhance their communication and listening skills. For example, the childminder uses fully interactive story and singing times to promote concentration and grow their vocabulary and understanding of language. Children energetically jump up and down with joy when they are told that they may choose one of their favourite books. They confidently take turns and count as they find and drop bottle tops with pictures into a tube that represents a caterpillar. Older children support younger children as the childminder kindly points out, for example, that they may not yet know what an animal from the story looks like. Children laugh and correct the childminder when she playfully pretends that the caterpillar in the story has turned into another caterpillar. This encourages them to attempt challenges in their own learning, without fear of making mistakes.

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The provision is outstanding

Children feel extremely safe and at ease in the childminder's comfortable home. They are free to choose what they play with, which encourages their deep involvement in play. When they experience difficulties they are given the time to resolve them, with superb guidance when needed. This builds their social skills and ability to get along well with others. Children's behaviour is exceptional. As a result of the strong role modelling from the childminder, they show respect and are highly sociable and kind towards each other.

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need to do better?

n The highly experienced and qualified childminder demonstrates an expert level of knowledge and skill. She skilfully promotes children's learning as part of everything that they do. The childminder's well-developed understanding is demonstrated by how well she reinforces children's learning. For example, she explains when children sing a song about current buns that they love to visit the local bakery to look at the real ones. The childminder recognises that this helps children to learn about using money and to meet new people. n Children benefit from a variety of regular outings to purposefully chosen activities. These include the library and the theatre, as well as visits to playgroups and the park for ample opportunities for fresh air and exercise. The childminder skilfully links children's learning in her home to those activities in the community. This helps them to accumulate excellent knowledge and skills ready

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need to do better?

for the next stages in their learning. n The childminder fully engages parents in their children's learning using a variety of highly successful strategies. She learns about each family's individual cultures and then uses this information to plan activities for the children. For example, they cook recipes from different cultures and create art inspired by various festivals. This broadens children's understanding of the diverse world in which

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need to do better?

10 January 2020 they live and helps them to value similarities and differences between themselves and others. n Health and hygiene routines are vigilantly implemented. Children show that they understand how to keep themselves safe. For example, when the childminder tells children that it is time to wash their hands, they freely contribute that this is 'because they have germs on'. n The childminder frequently seeks out new learning to support her professional practice. This helps her to make ongoing improvements to her knowledge and understanding of children's varied individual needs. For example, the childminder attends online webinars and a variety of face-to-face training. As a result, her understanding of current issues in safeguarding is very well developed. n The childminder continuously assesses where children are in their learning. She refines her teaching to promote their development in response to what she

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need to do better?

observes. This means that children gain meaningful learning from their own interests. For example, the childminder notices children's fascination with ice lollies as they try to cook pretend ones. She then plans an activity to make and melt real ice. The childminder excellently prepares children, and prompts them to start thinking, by encouraging them to talk about what may happen to a real ice lolly if it went in the oven.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder takes her responsibility to safeguard children very seriously. She renews her knowledge frequently and ensures that her policies and procedures reflect the local arrangements for safeguarding. The childminder shares her knowledge with parents and has sensitive conversations to ensure children's safety. She is clear in her understanding of how she must respond and act on any indicators that a child is at risk of harm and/or neglect. The childminder regularly reviews and adapts her own procedures within her practice to ensure that she is keeping children safe.

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Setting details

Unique reference number 251106 Local authority Suffolk Inspection number 10113116 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 to 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 3 March 2016

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Information about this early years setting

The childminder registered in 1987 and lives in Bury St. Edmunds. She operates from 8am until 6pm Monday to Friday, all year around, except for family holidays and bank holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of interactions and care-based routines between the childminder and children in her home and garden. The inspector evaluated the impact that these had on children. n The inspector discussed with the childminder the experiences that she offers children and her understanding how these impact on their development. This included jointly evaluating planned activities with the childminder. n The inspector viewed evidence of the childminder's professional development, including her first-aid training certificate. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector read written feedback from parents and older children and considered their views about the setting.

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Inspection activities

10 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

10 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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