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 develop good relationships with the childminder and enjoy her interactions in their play. The childminder knows about children's home lives and is sensitive to their individual backgrounds and needs. Children feel safe and secure in her care. They are confident and demonstrate a good sense of belonging. They readily choose what they want to do from the range of toys and resources available to them. The childminder stores toys so that children can access them independently. Children are helped to understand the impact of their behaviour on others. They spontaneously use 'please' and 'thank you'.

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The provision is good

Children receive equal attention. The childminder is careful to ensure that they are all included in activities and routines of the day. For example, when older children choose to play with the role-play picnic food, the childminder engages with younger ones as well as older ones and involves them all in the play. Children make good progress in their learning and development. They enjoy chatting to the childminder. For example, when using felt farm animals to make pictures, they readily name the animal and mimic the noise they make. Children chat with the childminder about where animals live. They become confident communicators.

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need to do better?

n The childminder knows the children well. She talks confidently about where they are in their learning and what they need to learn next. The childminder understands her responsibility to support children's continuing progress and help them develop the key skills needed to be ready for school. n The childminder is led by what children want to do and responds well to their changing interests. She is aware of the short concentration span of younger children and readily moves on to another activity when they lose interest. n The childminder supports children's communication and language skills well. She encourages children to engage in conversation and actively promotes their developing vocabulary. The childminder responds positively to the babbles and gestures of babies. However, she sometimes overlooks opportunities to further promote children's thinking skills. She tends to provide children with answers

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need to do better?

before they have had time to think and express their own responses. n Children are motivated to play and learn. During child-initiated activities, the childminder joins in with their play and recognises opportunities to build on what they already know. For example, children show an interest in a board game and take it from the storage unit. The childminder recognises that it is too advanced for them to play but still allows children to explore the contents of the game. She encourages them to count the number of ghosts, broomsticks and witches on the game cards. n Children learn about good health. They are taken to the bathroom to wash their

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need to do better?

27 January 2022 hands before eating. The childminder ensures that her home is clean, tidy and a suitable environment to care for children. n Children are learning about the wider world. The childminder takes children to local groups, such as a singing group that also teaches Makaton sign language. She has used the current roadworks outside her home and a family member who is in the emergency services to help children learn about the jobs that people do. n The childminder kept in touch with families during the COVID-19 lockdowns. Children came back to the setting readily. The childminder is kind and caring. She praises children's good behaviour and individual efforts, actively promoting their self-esteem. n Written testimonials from parents demonstrate the high regard they have for the childminder. They report that their children feel safe and secure with her and that she keeps them fully informed about their children's day and learning.

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need to do better?

Parents state that they find the childminder to be 'friendly, flexible and accommodating' and that they have every confidence in her ability as a childminder. n The childminder maintains mandatory qualifications, such as paediatric first aid and safeguarding. This helps to ensure that she is able to meet children's care and welfare needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of the indicators of abuse and knows what to do if she has any concerns about a child's welfare. She confidently fulfils her responsibility to protect children from harm. During the COVID-19 restrictions, the childminder took the opportunity to refresh her knowledge of wider safeguarding issues, such as the 'Prevent' duty, female genital mutilation and county lines. The childminder keeps children safe in her home and on outings. She supports them to take managed risks, such as when using climbing equipment. This allows children to challenge their own capabilities.

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should:

n give children time to think and respond to questions.

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Setting details

Unique reference number 250880 Local authority Suffolk Inspection number 10072642 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 9 Date of previous inspection 19 July 2016

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Information about this early years setting

The childminder registered in 1988. She operates her service all year round from 7am to 5.30pm, Monday to Thursday. On Friday, childcare is offered from 7am to 9am and from 3pm to 5.30pm. The childminder does not work on bank 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 her evaluation of the provider. n The inspector and the childminder held a discussion to understand how the early years curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector spoke with the childminder at appropriate times throughout the inspection. She observed an activity and jointly evaluated this with the childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke to the inspector during the inspection. n Parents shared their views of the setting through written testimonials. n The inspector checked evidence of the suitability of all household members and

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Inspection activities

qualifications of the childminder. The childminder provided the inspector with a sample of key documentation on request.

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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 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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