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 Not applicable

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The provision is good

Children welcome visitors with a friendly smile and in high spirits. They demonstrate that they feel content and safe in this warm and nurturing home- from-home environment. The beautifully resourced indoor and outdoor environments meet the needs of individual children and promotes their focus on learning. Children benefit from wider experiences in the community, such as woodland walks and attending the local play group. Through interactions with adults and other children, they begin to make sense of the world around them. The childminder supports children to develop an appreciation of diversity, celebrating religious festivals and promoting respect for different people.

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The provision is good

Children are physically active in their play, supporting their physical and emotional well-being. They show good control and coordination in both large and small movements, appropriate for their age and stage of development. Children have excellent opportunities to extend their communication and language skills. They eagerly wait their turn to dip their hand into a song bag and pick out a toy from a familiar nursery rhyme. When 'Humpty Dumpty' is chosen, children burst into song. After singing the nursery rhyme, the childminder expertly prompts discussions about why he fell off the wall. As a result, children, including those who speak English as an additional language, articulate what they know, understand, and can do in an age-appropriate way.

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need to do better?

n The childminder delivers a curriculum and effective care practices that promote children's confidence and motivation to become increasingly independent in managing their personal needs. The childminder makes daily hygiene experiences fun. For example, children enjoy singing a tune about clean hands while washing their hands before mealtimes. Consequently, children have a clear understanding of good hygiene routines. Additionally, children are consistently praised for good manners. For example, the childminder applauds children for patiently waiting their turn to spread peanut butter onto their crackers at snack time. n Children make excellent progress in their mathematical development. They understand securely the mathematical concepts appropriate to their age. Counting and number recognition is cleverly integrated into children's everyday play experiences. n Overall, teaching is meaningful and is designed to help children remember long

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need to do better?

term what they have been taught. The childminder uses assessment well to check what children know and can do to inform teaching. For example, when planning activities to support children who speak English as an additional language, the childminder introduces age-appropriate visual supports, such as

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need to do better?

13 October 2022 pictures. These support children's understanding and help them develop connections in their learning. However, the childminder is not consistent in challenging children further to make even more progress in all areas of learning. n The childminder has high expectations for children's behaviour and conduct. The childminder shows children consistently high levels of respect, and these are reflected in children's own positive behaviours and attitudes to learning. Children know what is expected of them and they listen intently and respond positively to the childminder. In addition, children demonstrate that they are learning to share and accept the needs of others. n The childminder builds trusting and friendly relationships with parents. Parents report that they are regularly updated during the day through an online communication app. Parents appreciate updates about their children's daily

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need to do better?

achievements and what they have eaten at mealtimes. Additionally, daily face- to-face communication is praised by parents. They report how this sharing of information helps them to further support their children at home. n Children build secure and loving relationships with the childminder. Children's individual interests are valued and integrated into planned activities. In this inclusive setting, parents report how they feel the childminder treats every child as a unique person. Additionally, parents comment that the childminder is respectful and integrates children's individual cultures into the learning opportunities for them. The childminder expresses clear ambitions for all children. For children with special educational needs and/or disabilities, her curriculum is still ambitious and meets their needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding is given maximum priority. This includes ensuring effective daily risk assessments are in place to ensure children can play safely indoors and outdoors. The childminder undertakes regular safeguarding training to underpin her practice. She has a secure understanding and awareness of swiftly recognising a child who may be at risk of harm and how to report concerns in the appropriate way. The childminder receives regular updates from the National Society for the Prevention of Cruelty to children to ensure she has current knowledge to keep children safe.

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should:

n build on the good teaching already in place to consistently challenge children further to make even more progress in all areas of learning.

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Setting details

Unique reference number 2583857 Local authority Suffolk Inspection number 10251069 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Lowestoft, Suffolk. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 has received since the COVID-19 pandemic began. The inspector and the childminder discussed the impact of the pandemic, and the inspector has taken that into account in their evaluation of the childminder. n The inspector spoke with a parent by telephone to gather their views on the childcare setting and also a collection of comments made by parents who were not available to speak with. n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how they ensure both indoor and outside environments are safe and suitable. n The inspector discussed with the childminder how she will implement the curriculum and support all children to make progress, including how the childminder intends to plan, observe and assess children in their care.

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Inspection activities

n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder. n The inspector held a meeting with the childminder and also discussed self- evaluation. The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children. n The inspector viewed evidence of the suitability of persons living 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

13 October 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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