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 Good

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The provision is good

Children demonstrate a positive attitude to their learning. They show good levels of self-confidence as they keenly talk about what they are doing. They eagerly have a go at repeating new and more-complex vocabulary. For example, children seek help from the childminder when they cannot remember a word they want to use to describe the feeling of dough. They move around confidently and quickly find toys to extend their play. Children sustain their concentration on activities, particularly tasks that encourage them to be creative. For example, they enjoy making marks on a large cardboard box and use it to inspire their imaginative play based on a castle theme.

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The provision is good

Despite being away from the setting during a period of COVID-19 pandemic restrictions, children settle well and show that they feel safe in the childminder's care. Their individual needs are supported well, and they form positive relationships. When children feel tired, they happily approach the childminder for comfort and quickly settle to sleep.

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The provision is good

Children are keen to be 'helpers' and respond well to the childminder's instructions when helping to tidy away toys. They show a clear motivation to solve problems, and develop self-confidence in their abilities. For example, when they initially find it difficult to use a new tool for squeezing dough, they persevere until they succeed.

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need to do better?

n The childminder provides thoughtfully planned activities. She takes account of what children already know, so that their learning is progressive. This promotes good outcomes for children and helps them to make secure progress. n There is a strong emphasis on extending children's already good communication and language skills. The childminder is skilled at questioning children so that they develop their listening skills and can explain their ideas. She often repeats the names of common objects and colours, making sure children have an opportunity to revisit these in later conversations. n The childminder encourages children to be physically active and practise different movements with their bodies. Children delight in climbing the steps to get to the top of the small slide. The childminder sees the value in supporting children to do this several times so they can refine their strength and coordination.

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need to do better?

n Due to the COVID-19 pandemic, most of the children had a period of non- attendance. The childminder was quick to identify that this had an impact on their confidence and social skills. To help rebuild these skills, she focuses on opportunities for children to solve problems and play imaginatively together. The childminder is gradually reintroducing larger-group activities outside of the

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need to do better?

7 January 2022 setting to further extend their social experiences. n Children are given clear messages about how to stay healthy. For example, the childminder gently reminds them to cover their mouths when they cough to help stop the spread of any germs. The childminder encourages their independence in managing their personal care needs. She ensures that children can reach their drinks easily and reminds them where to find a tissue to wipe their nose. n The childminder is reflective and makes changes to improve practice. Following a recent breach of the requirements of the Childcare Register, the childminder has actioned a new procedure to make sure older children are always supervised. In particular, she ensures that older children are not left unsupervised in her car during school arrival and collection times. This ensures that children's safety is no longer compromised. n Partnership working with parents is successful. Parents' written comments

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need to do better?

demonstrate that they are very happy with the level of care provided. They particularly appreciate the homely feel of the setting and how well the childminder helps their children to learn. The childminder communicates effectively with parents. She gives them information to help them to extend their children's skills at home, including ideas to support children to learn to use the toilet. n The childminder is keen to enhance her skills and knowledge through research and training and has identified areas of the provision she intends to improve. In particular, the childminder recognises that there is scope to build stronger links with other early years settings to help enhance the continuity in children's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder makes sure she maintains a good understanding of the possible indicators of abuse and neglect. For example, she is aware that some children may be at risk of exposure to extreme views and behaviours. There are clear procedures in place should these or any other safeguarding concerns arise. The childminder displays information about important contacts within the local safeguarding partnership. This helps to ensure that she has the information needed when reporting any concerns about a child.

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should:

n strengthen partnership working with other early years providers to help ensure a shared and consistent approach to children's care and learning.

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Setting details

Unique reference number EY476399 Local authority Suffolk Inspection number 10216735 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 6 Number of children on roll 15 Date of previous inspection 25 August 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Woodbridge, Suffolk. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 discussed how the early years provision and curriculum are organised. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n Children spoke to the inspector at appropriate times throughout the inspection. n Parents shared their views in writing and the inspector took these into account. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all persons living at the setting.

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Inspection activities

7 January 2022 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

7 January 2022 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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