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 Requires improvement

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The provision is good

Children are happy and show that they feel safe in the care of the childminder and her assistants. Toddlers delight in exploring aspects of the natural world in the childminder's well-resourced and inviting garden. They listen in awe as they hear a cuckoo in the distance and excitedly call out to others to share the experience. Children are eager to get involved in activities that help them practise and master new physical skills. For example, they concentrate on picking up and placing colourful balls in the guttering pipe, repeating the actions to refine their movements and coordination.

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The provision is good

All children, including those in receipt of funding, respond well to the high expectations set for their learning. They experience a broad curriculum which, in the main, builds successfully on what they already know. All children, including those who did not attend during the COVID-19 (coronavirus) pandemic, are confident to leave their parents at the gate. They happily help with additional routines to promote their health, such as sanitising their hands more often.

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The provision is good

From a young age, children show a strong awareness of right and wrong. They respond well to the consistent praise they receive from the childminder and her assistants. They know that it is positive to share toys and be kind to others.

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need to do better?

n Since the last inspection, the childminder has worked very hard to review the provision for children's education. She now has a clear understanding of what she intends for children to learn from the activities and interactions provided. For example, when children explore natural resources, such as pebbles and sticks, the childminder prompts them to compare their sizes. This helps to widen their mathematical knowledge and effectively supports the next steps in their learning. n The childminder makes very good use of the outdoor environment and other places of interest to build on children's experiences and fascinations. For instance, the childminder plans a trip to the garden centre when parents share that their children have been enjoying planting activities at home. This helps to enhance children's already good knowledge of different plants and caring for living things. n Effective use of observation and assessment helps the childminder to know

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need to do better?

when children have gaps in their learning. Overall, the childminder is clear about how she plans to adapt activities to meet the individual needs of children. However, the teaching does not consistently reflect the needs of younger children whose communication and language development requires further support. For example, at times, younger children are not given enough time to

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need to do better?

12 May 2021 think and respond to the questions the childminder and her assistants ask them. n The childminder finds out about children's care routines at home and follows these closely, to support children's health and emotional well-being. She pays close attention to their needs. For example, she notices when babies need a cuddle for reassurance or when they are becoming tired and responds promptly to settle them. n Partnerships with parents and external agencies are well established and help to ensure good continuity in children's care and education. Parents appreciate the childminder's commitment to sharing ideas that help them to extend their children's learning at home. This includes keeping in touch with them remotely during the COVID-19 pandemic. n Together with her assistants, the childminder evaluates the provision for children's education and makes positive changes to the learning environment

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need to do better?

and teaching. For example, the childminder introduces more everyday items in the outdoor space. This helps to foster younger children's natural curiosity and eagerness to explore how things work. n The childminder's assistants explain that they are very well supported in their work with children. They have regular opportunities to share what they know about the children and to plan for their own professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs that may indicate children are at risk of harm. She understands her duty to protect children, including the action she must take to report concerns about children's welfare to relevant agencies. The childminder speaks to parents about how they can help their children to stay safe when using online devices at home. Assistants are supported to complete training courses alongside the childminder. This helps to strengthen their understanding of how to identify when a child may be at risk of wider safeguarding issues, such as female genital mutilation.

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should:

n support all adults to follow the identified approaches to helping younger children to listen, respond and develop their speech more rapidly.

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Setting details

Unique reference number EY463568 Local authority Suffolk Inspection number 10134938 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 12 Number of children on roll 11 Date of previous inspection 5 December 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Botesdale, Norfolk. She regularly works with two assistants. The provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. Funded early education is provided for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and inspector completed a tour of the childminder's home and discussed how the early years provision and curriculum are organised. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The childminder, two assistants and the children spoke to the inspector at appropriate times throughout the inspection. n Parents shared their views with the inspector in discussion and the inspector took these into account. 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

12 May 2021 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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