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 Met

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The provision is good

Children enjoy their time with the childminder and engage well in the opportunities she provides. They are confident to express their views, knowing that they are valued and respected. This contributes to their emotional security and positive sense of self-esteem. The warm, relaxed and friendly environment and children's close attachment with the childminder helps them to feel safe.

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The provision is good

Children readily engage in turn-taking games and learn about the importance of sharing. They identify whose turn it is next, patiently wait for their turn and discover the positive aspects of sharing and playing cooperatively with others. Children are helpful and excitedly join in with tasks, such as tidying away resources and sweeping sand off the floor. They excitedly say, 'I can do it', demonstrating their eagerness to help and be responsible.

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The provision is good

Children keenly access their favourite resources and are given plenty of time to explore and immerse themselves in play and learning. They count and learn new vocabulary as they explore with sand. They try hard to fill small shapes with sand and consider different ways of doing this, such as using a spoon. Each activity is carefully targeted to children's interests and learning needs and engages them for sustained periods.

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need to do better?

n The childminder is thoroughly committed to her continued professional development. She accesses a wealth of training. This helps her to develop her knowledge and understanding of how to support children's development and how to keep them safe. She belongs to a childminding group where they share ideas for good practice. She seeks support from other professionals to ensure she has highly targeted support in place for children with special educational needs and/or disabilities. n The childminder values the good levels of communication she has with parents. She works closely in partnership with them to support children's learning. She shares information with them about children's development and what she does in the setting to support their learning. This helps parents to continue this good support at home and complement the learning that happens in the childminder's setting. Parents comment very positively about how the childminder promotes

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need to do better?

children's growth and needs. n The childminder treats children with the utmost care and respect throughout the day. She encourages children to make decisions and express their thoughts as to what they like and do not like. She gives children clear explanations to help them learn how to stay safe and healthy. For example, she explains why it is important for them to wash their hands prior to eating and why they must

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need to do better?

17 January 2020 remove hazards from the floor. n The childminder fosters children's independence throughout the day. Children are confident to access resources they want to play with and learn to manage their own self-care needs. They politely ask for specific additional resources to add to their play and the childminder promptly responds. She encourages them to access their chosen resources from the kitchen while supervising them closely. n Children engage well in self-chosen activities. The childminder plays games with the children to test out their memory skills and recall. She enriches their vocabulary when playing with shapes and introduces new words, such as 'pyramid'. Children are keen to take on challenges. They try hard to achieve what they set out to do, showing determination and resilience. n The childminder offers children varied opportunities in the local community, for example, they visit the shops and the library. Children participate in celebrations

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need to do better?

from around the world, they try different food and learn about other cultures. This enriches children's experiences and contributes to their understanding of diversity in the wider world. n The childminder supports children in play. She encourages them and provides them with appropriate levels of challenge. However, at times, the childminder asks children excessive questions and makes comments that are not always focused on what they are learning. This causes a distraction to children when they are immersed in their own ideas and they do not always answer her questions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding and is experienced in a wide range of safeguarding matters. She has extensive knowledge about issues that may affect the safety and welfare of children of all ages, such as the dangers of being exposed to extreme views and behaviours. She accesses training to continually update and refresh her knowledge. She knows the indicators that children may be at risk of harm. She knows the procedure she must follow if she has any concerns about children and to whom she must report them. She demonstrates how she will respond quickly and decisively to any safeguarding concerns.

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should:

n target questions and comments more precisely so as not to distract children from focusing on their own thoughts and ideas.

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Setting details

Unique reference number EY337886 Local authority Suffolk Inspection number 10124383 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 to 10 Total number of places 6 Number of children on roll 12 Date of previous inspection 17 September 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Lowestoft, Suffolk. She operates all year round from 6am to 7pm, Monday to Friday, except bank holidays and family holidays. 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 and children at appropriate times during the inspection. n The inspector took account of parents' views through written feedback provided and through talking to parents during the inspection. n The inspector and childminder observed children together and discussed their learning, progress and behaviour 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

17 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

17 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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