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 happily enter this warm and calming home-from-home environment where they flourish. They build secure and nurturing attachments with the childminder. The childminder has a natural rapport with the children, and they often invite her into their play. The activities and resources on offer are age appropriate and easily accessible to support free choice and child-led learning.

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The provision is good

Children feel relaxed and safe in this inclusive setting. They excitedly welcome visitors to look at the train track they have built. Children develop peer relationships as they enjoy working together to extend the track. When the train stops working, the childminder encourages the children to try and fix the problem themselves. Children respond positively to the childminder's gentle prompts, and they think of ideas before confidently trying them out. Children are motivated to learn and develop resilience and patience. They cheer with joy as they eventually manage to work out that pressing the buttons on the train makes it move again.

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The provision is good

Children's physical health and mental well-being are promoted. They benefit from a wide variety of weekly events, such as trips to the park and attending music and toddler groups. Children have opportunities to experience the awe and wonder of the world through occasional horse riding and swimming activities.

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need to do better?

n Overall, teaching is of a high standard. Children make good progress and develop the skills they need for further learning. The childminder has an effective assessment system in place to check what children know and can do to inform her teaching. As a result, she plans suitability challenging activities and responds to children's specific needs. The way children are being taught is effective. For example, as children cut up their kiwi fruit at snack time, they use mathematical language, such as 'half' and 'quarters', which the childminder introduced earlier on through play. n The carefully planned environment supports children's independent learning and promotes their communication and language development. Children regularly choose to explore a wide range of available books or ask the childminder to read to them. Children listen attentively to stories read by the childminder and enthusiastically join in with familiar phrases and rhymes. The childminder asks

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need to do better?

children questions to promote further discussions and learning. n Before children start, the childminder gathers first-hand information from parents to understand children's individual needs. Additionally, the childminder invites parents to stay-and-play sessions, which reduces and eases any anxieties they may have during their settling-in period. However, the childminder does not gather a broad range of information from other settings children attend. As a

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need to do better?

21 April 2023 result, the benefit of collaborative working, such as identifying any gaps in children's learning or sharing information to promote continuity and consistency for children, is delayed. n Independent learning is prioritised. The childminder helps children to take responsibility for their own self-care by encouraging them to achieve small tasks. Children feel empowered and develop their self-esteem and perseverance. They successfully use a knife to cut up their fruit and proudly say, 'I did it.' n Children develop good hygiene practices. They wash their hands independently and roll up their sleeves beforehand to stop them getting wet. Children are actively learning to become increasingly independent in managing their personal needs. These skills support children's smooth transitions to school. n The childminder has high expectations for children's behaviour. Children demonstrate good manners by regularly saying 'please' and 'thank you' and

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need to do better?

helping others. The childminder has in-depth knowledge of how to support children who struggle with regulating their behaviour. She provides a fair and consistent approach to supporting children to begin to manage their feelings. In addition, she gives meaningful and regular praise to promote repeated positive behaviours. As a result, children are developing a sense of right and wrong and are learning to accept the needs of others. n Parent partnerships are highly valued by the childminder. They appreciate the honest face-to-face daily communication and regular online updates of their children's learning and development. Parents highly praise all aspects of the care their children receive. They comment on the significant progress their children have made since attending this setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out effective risk assessments to ensure that children can play safely indoors and outdoors. She undertakes regular safeguarding training to underpin her practice. The childminder has a secure understanding and awareness of swiftly recognising a child who may be at risk of harm. She knows how to appropriately report concerns. She also demonstrates her knowledge of wider safeguarding issues, including grooming and exploitation. The childminder is confident of the procedures to follow should she have concerns about an adult working with children or if an allegation is made against her.

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should:

n improve collaborative working with other settings that children attend, to enhance children's learning and development in all areas.

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Setting details

Unique reference number 2625524 Local authority Suffolk Inspection number 10281097 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Newmarket, Suffolk. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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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 setting. n The inspector spoke with a few parents to gather their views on the childcare setting and viewed a collection of comments made by parents who were not available to speak with. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. The childminder discussed how she ensures that the environment, indoors and outside, is safe and suitable. 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 on children's learning. n The inspector carried out a joint observation with the childminder and also

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Inspection activities

discussed self-evaluation. n 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

21 April 2023 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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