Pettitt Pauline

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 are happy and settled in the childminder's care. The childminder is caring and affectionate, and children thoroughly enjoy spending time with her. On arrival, they settle very quickly and choose what they want to play with. Children demonstrate that they feel safe and secure. For example, they enthusiastically sing nursery rhymes to visitors and invite them into their play. They confidently move around the environment and show curiosity as they explore resources and activities. Children understand the importance of sharing and turn-taking through their play. They use good manners as they say 'please' and 'thank you' in their conversations.

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The provision is good

Children's independence is supported well from an early age. For example, the childminder encourages younger children to undo their lunch boxes and remove their food. She supports older children to access the toilet independently and wash and dry their hands. Children benefit from the warm and welcoming environment. They show positive relationships with their peers as they play alongside each other with the musical instruments. Younger children move, stamp their feet and hum as they dance to the beat of the song. Children develop high self-esteem. They beam with pride as they complete their creative activity independently and are eager to show adults their achievements.

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need to do better?

n Children show that they are beginning to understand how they feel. For example, they tell the childminder that they would like something to eat and how they are feeling. They happily tidy up and find their coats and shoes when asked by the childminder. She provides a relaxing, fun environment for children to learn and develop in. n Children enjoy stories and singing with the childminder. They listen attentively to stories, which she childminder reads in a fun and interesting manner. However, the childminder does not consistently use opportunities to build on children's vocabulary, to further enhance their communication skills. n The childminder's partnerships with parents are strong. Parents comment on her being a warm caring person who offers a home-from-home environment. They state that they value the flexible and responsive service that she offers. Parents report that they now leave and collect their children at the door, due to the

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need to do better?

COVID-19 pandemic. Despite this, they praise the childminder's excellent communication and state that she keeps them well informed about their children's day, including providing photographs of their children playing, to celebrate their achievements. n The childminder has a good knowledge of the children in her care. She gathers a comprehensive range of information from parents before the children start at

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need to do better?

26 November 2021 the setting so that she is aware of what children already know and can do. The childminder follows the children's interests and uses ongoing observations to build on their development and learning. However, at times, she does not use opportunities to challenge or to extend children's learning so that they achieve as much as they can from potential learning opportunities. n The childminder introduces counting to children during their play and talks about shape. For instance, she counts the spots on the dog in the story. She promotes children's problem-solving skills effectively. For example, the childminder supports children well when they explore shapes to complete a train track. This helps children to begin to develop an understanding of simple mathematical concepts. n Children focus as they participate in planned activities. For example, they thoroughly enjoy placing stickers on the card and use different coloured crayons

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need to do better?

when drawing a picture. Children are eager to talk about what they have drawn. n Children make good progress in their learning and development. The childminder has a clear focus for what she wants the children to learn next. For example, she is aware that some children are beginning to be very independent in their self-care skills. n The childminder completes regular online training to help raise the quality of her practice. She refreshes her knowledge in most areas and plans to complete further training to help continue to raise the quality of the service she offers. The childminder offers her assistant effective supervision and supports her to complete further training.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her safeguarding responsibilities. She updates her safeguarding training regularly to help her understand child protection, including around wider safeguarding concerns, such as the 'Prevent' duty. She has a good understanding of the procedures to follow in the event of concerns about a child, or if an allegation is made against her or a member of her household. The childminder can confidently identify the signs that may indicate that a child is at risk of harm.

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should:

n enhance the opportunities to challenge and to extend children's learning to help them to achieve as much as they can n extend the opportunities to build on children's vocabulary to further enhance their communication skills.

p.3

Setting details

Unique reference number 250676 Local authority Suffolk Inspection number 10113108 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 9 Date of previous inspection 29 April 2016

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Information about this early years setting

The childminder was registered in 1991 and lives in Ipswich, Suffolk. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She regularly works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder and the inspector carried out a learning walk and discussed how the curriculum is organised. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. n The inspector and the childminder carried out a joint evaluation of an activity. n The childminder showed the inspector a range of documentation, including evidence of suitability checks for adults living in the home and her first-aid certificate. n The inspector obtained parents' views through discussion and written feedback.

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Inspection activities

26 November 2021 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

26 November 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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