Childminder EY384308

Overall effectiveness Good

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

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The provision is good

Children spend their time in a comfortable and inviting wood cabin in the childminder's back garden. They enjoy playing with a variety of intriguing items. These are purposefully selected by the childminder and cover all areas of learning. Children chat to each other and the childminder during mealtimes. This helps to develop their social and communication skills.

p.2

The provision is good

Children's learning is well promoted as they confidently experiment with the high- quality toys. For example, they focus on building towers with the childminder, using small wooden log style bricks. They talk about numbers and recognise them during their play. Children feel free to explore their curiosities. They develop their own ideas. For example, they build a house with walls and a roof from a selection of board books. They use further resources, including small pearl beads, while being carefully supervised by the childminder. They enjoy laying the pearls out on a special wooden board and counting them. Older children begin to link numerals to the number of beads.

p.2

The provision is good

Regular time outside in the childminder's garden and on outings to local forests and parks give children time and space to enjoy what the great outdoors has to offer them. This supports their physical fitness and well-being.

p.2

need to do better?

n The highly qualified childminder regularly evaluates her own practice. She reflects on what is working well and what needs further work to consistently achieve and maintain her aspirational standards. The childminder completes a wide variety of training. This helps her to continuously improve her practice. n The childminder knows how to ensure that children make good progress. She helps children's speaking and listening skills to develop particularly well. The childminder recognises and values children's love for having plenty of time to actively explore outdoors. She identifies that taking managed risks promotes children's thinking and self-confidence. The childminder regularly takes children to local outdoor learning sessions. This has a positive impact on their development and well-being. n The well-designed outdoor area provides children with plenty of opportunities to challenge themselves. For example, they enjoy squirting water across a fence

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need to do better?

and take turns using a slide. This area is constructed to be used flexibly to meet the play and supervision needs of babies and older children alike. The use of barriers with a variable height means that it can be adapted for different children's needs and used in all weathers. n The childminder works very closely with parents. She communicates with them openly about children's strengths and learning needs. The childminder supports

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need to do better?

4 February 2020 parents to develop children's knowledge and skills at home. For example, she lends equipment and books to parents to take home to use with their children. n The childminder provides very high-quality books. Sharing these books and stories helps children to develop a strong understanding of different people, feelings and emotions. The childminder places books throughout the play space. For example, a book about getting ready is placed in a chest containing various fabrics, such as saris. This encourages children to look at books independently and to link what they see to their own play and learning. n The childminder has good hygiene routines in place that support children's health. For example, children use individual towels and wash cloths. They independently put their used items in a bag, ready for them to be washed. n Children develop strong bonds with the childminder. They develop resilience to

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need to do better?

setbacks. Children persevere to achieve the goals that they set themselves. On occasions when children become upset, the childminder offers them close contact and supportive words. This helps them to process their emotions and return to their activities quickly. n The childminder shares her clear expectations and boundaries for children's behaviour with them. She uses several positive behaviour management techniques, including distraction and praising children for showing desirable behaviours. However, sometimes, the childminder misses opportunities to encourage children to further develop their collaborative play. This means that children are less supported to consistently develop their cooperative play skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows and understands how to recognise the potential indicators that a child is at risk of abuse and/or neglect. She updates her knowledge. This means that she also understands emerging issues in safeguarding. The childminder understands how to work appropriately with parents and other agencies to ensure that children's individual needs are met. This helps to keep children safe from harm.

p.3

should:

n develop further the strategies to support children to build their skills in cooperative play.

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Setting details

Unique reference number EY384308 Local authority Suffolk Inspection number 10113176 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 15 July 2015

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Information about this early years setting

The childminder registered in 2008 and lives in Ipswich. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant postgraduate degree. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector observed the quality of interactions between the childminder and children in the indoor space and garden, and evaluated the impact on children's learning and development. n The inspector discussed the activities and teaching the childminder offers children and spoke to her about her understanding of the impact these have on children. n The inspector reviewed the suitability of the childminder and household members. The childminder's first-aid training certificate was viewed. n The inspector spoke with the childminder and children at appropriate times during the inspection. The inspector evaluated the experiences of children. n The inspector read a small number of parental feedback letters and considered their views about the setting.

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Inspection activities

4 February 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

4 February 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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