Perrett, Vicki Jane

Overall effectiveness Requires improvement

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

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The provision requires improvement

In the main, children learn new skills and develop their creativity while engaging in a suitable array of activities. However, children who speak English as an additional language have insufficient opportunities to use and explore their home language as part of their play and daily experiences. Babies spend time exploring 'treasure baskets' filled with a wide range of interesting natural objects. They learn to pass the objects from one hand to another and develop their early mathematical skills as they repeatedly fill and empty the baskets.

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The provision requires improvement

Children show that they are happy and settled in the childminder's care. They build secure emotional attachments, and younger children readily seek out the childminder for comfort and reassurance. Older children do not show consistently good levels of independence in making choices and managing some tasks. This is because they often rely on the childminder to suggest alternative games or toys and are not confident in initiating their own play.

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The provision requires improvement

Expectations for children's behaviour are high and particularly well supported. Children are encouraged to adopt positive manners and show kindness towards others. For example, the childminder praises children for sharing and taking turns when using the magnetic sand.

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need to do better?

n The childminder understands how to support children's learning and plan their next steps. However, she does not make the best use of the information she gathers from parents about their children's home languages. For example, although she finds out about the key words families use at home, these are not put to good use in her interactions with children. This has an impact on the development of children's understanding and early speaking skills. n Children's enjoyment of reading is fostered appropriately. The childminder encourages children to listen and join in with repeated refrains in familiar stories. Rhymes and songs feature well in the curriculum. This helps to support children's listening skills and widens the connections they make in their experiences. n The childminder has a wide range of resources. However, she has not fully considered how to organise these to maximise children's learning and their

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need to do better?

ability to lead their own play. For example, although children know that there are toys stored on shelves and in boxes, they cannot access these independently to build on their interests and enhance their learning. n Children are given appropriate time to work things out and respond to questions posed by the childminder. For example, while exploring magnetic sand, the childminder asks children to make marks in the sand to form the letters in their

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need to do better?

27 February 2020 name. She then introduces the new challenge of repeating the sounds that letters represent, which helps to further extend their literacy skills. n Parents express high levels of satisfaction with the care their children receive, including routines such as nappy changing. They say that the childminder keeps them well informed about their children's progress and how additional funding is being used to support their learning. The childminder gathers the views of parents and takes swift action to address their suggestions. For example, she has installed a camera device at the front entrance to further reassure parents that all visitors to the house are carefully monitored. n Children listen carefully to the childminder's instructions. They say 'please' and 'thank you', often without support. Children handle toys with care and willingly help to tidy up when asked. The childminder has a clear knowledge of how to

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need to do better?

promote positive behaviour, and children understand the consistent boundaries she sets. This supports children to develop good levels of respect and consideration for others. n The childminder engages with local authority professionals to help improve her practice. She attends appropriate training, including a course which helped her to improve her understanding of how babies and younger children learn and develop. n Children's safety is prioritised. The childminder works closely with her co- childminder and assistant to risk assess her home and ensure that any new hazards are quickly removed or minimised. For example, she is mindful to ensure that furniture is sturdy and stable enough when younger children begin to use it to pull themselves up to stand.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of the signs and symptoms of abuse and the procedures to follow if she is concerned about a child's welfare. Together with her co-childminder, she completes regular safeguarding training. This helps to widen her awareness of the indicators that children and families may be in need. The childminder is clear about her responsibilities to prevent children being drawn into situations that may put them at risk, including those associated with online activities.

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Due date

27 February 2020 develop understanding of how to support the communication and language needs of children who speak English as an additional language, and ensure children are offered opportunities to develop and use their home languages in their play and learning. 27/04/2020

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should:

n create more opportunities for children to make choices, manage tasks for themselves and extend their independence skills.

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Setting details

Unique reference number EY398869 Local authority Suffolk Inspection number 10103283 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 10 Number of children on roll 16 Date of previous inspection 9 April 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Lowestoft, Suffolk. She works with a co-childminder and occasionally with an assistant. The childminder operates all year round, Monday to Friday from 6.30am to 6.30pm, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspector discussed with the childminder, her co-childminder and assistant how the early years provision and curriculum are organised. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector spoke to parents and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all persons living and working in the household.

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Inspection activities

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

27 February 2020 27 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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