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 arrive eagerly at the childminder's house and they happily separate from their parents. They peg their photo onto a registration board and confidently go off to explore. The childminder is caring and she interacts with children warmly. Children show that they feel safe and secure. For example, older children ask the childminder to join in with their games. Younger children climb onto her lap to share books and reach to hold her hand when playing outside.

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The provision is good

Children are well prepared for their next stages of learning as the childminder builds on what children already know and can do. Resources are accessible, which allows children to make choices in their play and learning. Older children imagine a cardboard box is a boat and they fill it with things they may need for their 'journey'. Younger children feed toy babies with bottles. In her planning, the childminder creates opportunities for children to foster a sense of awe and wonder about the world. Children are encouraged to ask questions about a snail they see and think about where it might live. In the allotment area, children grow their own sunflowers, tomatoes and potatoes. Children explain that plants need water and 'good soil'.

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need to do better?

n The childminder supports children to become independent in their self-care. Children sing songs when washing their hands and are eager to put on their own coats and wellies, and manage zips. Children enjoy helping the childminder to carry out tasks. For example, they carry chairs and set the table for snack time. This supports their understanding of routines and helps to prepare them for school. n The childminder supports children to have resilience. If children become unable to do something, the childminder gently encourages them to try a different approach. For example, when fitting shapes into a shape sorter, the childminder says 'turn it the other way around' and 'remember what you did last time'. This helps children to have successes and feel proud of their achievements. n The childminder ensures children have opportunities for physical play in her garden, which has a positive impact upon their mental health and well-being.

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need to do better?

Children ask to go outside and they chat about what they would like to play with. Children happily run around and play on the see-saw and slide. The childminder also makes regular use of the field opposite her house, where she takes the children on nature walks. n The childminder supports children to develop their early mathematical and literacy skills. She encourages children to learn new vocabulary during story and singing sessions. Young children learn new words when reading a book and use these later in their own play. Older children look at print written on signs in the

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need to do better?

28 April 2022 'mud pie kitchen' and recognise familiar letters. The childminder models simple counting when chopping up apple slices at snack time. Children are keen to see how many there are and they confidently count past the number 10. n Parents speak extremely fondly of the childminder and say she is 'like family'. They comment that their child has made 'brilliant progress' and love the range of fun activities she provides. Parents say that they are 'completely happy'. The childminder works hard to maintain a regular two-way flow of information about children's progress, care and well-being. She proactively works with other professionals, including those at other settings the children attend. n The childminder is kind and caring and she consistently models respectful behaviour and encourages children to share. That said, children are not always supported to develop an understanding of how their behaviour impacts on

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need to do better?

others. For instance, older children deliberately stop younger children from using the slide. This has a negative impact upon their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder delivers safeguarding training for the local authority and she demonstrates excellent knowledge of safeguarding and child protection. This includes knowing whom to contact to seek advice from and how to make a referral. She understands the need to take prompt action to protect children from harm. She completes risk assessments to ensure her home is safe. This includes practices she has in place to minimise the risk of COVID-19, such as thorough cleaning and handwashing routines. Children learn how to manage risks and keep themselves safe. For instance, when playing in the outdoor kitchen, children find a cracked jug and explain it needs to go in the bin.

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should:

n support children to develop a better understanding of how their behaviour may have an impact on others.

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Setting details

Unique reference number 250809 Local authority Suffolk Inspection number 10066140 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 8 Number of children on roll 8 Date of previous inspection 15 September 2015

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Information about this early years setting

The childminder registered in 1990 and lives in Ringshall, near Stowmarket. The childminder operates all year round from 8.30am until 4.30pm on Mondays, Wednesdays and Thursdays, except for bank holidays and family holidays. She holds early years teacher status and provides funded early education for two-, three- and four-year-old children.

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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 their evaluation of the childminder. n The childminder spoke to the inspector about her intention for children's learning. n The inspector observed the interactions between the childminder and children and evaluated the quality of education being provided. n The inspector observed children's learning inside and outside and interacted with the children at appropriate times. n Some parents shared their views with the inspector and the inspector read written feedback from others. n The childminder provided the inspector with a sample of key documents 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

28 April 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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