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

p.1

The provision is good

Children thoroughly enjoy spending their time with the experienced childminder. Due to the high-quality support and guidance they receive, even young children show high levels of self-control and remain highly focused on learning. They play together cooperatively and benefit from the positive atmosphere that the childminder strives to create.

p.2

The provision is good

Children concentrate intently as they pass around a bag, adding and removing items as they go, in a game which the childminder spontaneously creates with them. They demonstrate the excellent social skills that the childminder has helped them to develop. For example, children engage in conversation with each other about how a block tower has fallen down. They hand each other blocks and then suggest, 'Now let's build it up again.' Children demonstrate the patience and respect that the childminder has supported them to develop when they notice that their friend is watching their play and invite their friend to join in too.

p.2

The provision is good

By working closely with his co-childminder, the childminder allows children time and choices to finish their learning to completion. This gives children unique learning opportunities and individual time and attention. For example, children take turns in going out to help the childminder with the shopping. As a result, children's confidence is developing very well.

p.2

need to do better?

n Children's learning and development are well supported as they play. The childminder uses his creativity to support children's play and learning. He spontaneously responds to their ideas to help them further their play. While he does this, he uses his understanding of what children need to learn and know to guide and support their progress. n The childminder uses playful interactions to encourage children to join in and participate in learning. He creates a friendly atmosphere where children feel valued. The childminder places a very high focus on teaching children how to think of and help others. This is reflected in children's caring and considerate behaviour towards one another. n Children develop close bonds with the childminder. They go to him for comfort and cuddles when they are tired. The childminder pays close attention to children's well-being. For example, he quickly notices when a child needs to wipe

p.2

need to do better?

their nose and supports them to learn how to help themselves. n The childminder and his co-childminder share out responsibilities for key roles throughout the day. The childminder plans a varied and well-balanced diet for children and ensures that they learn to eat a variety of foods and textures. He chats to them about what is healthy, and they build their confidence to try new

p.2

need to do better?

30 November 2023 tastes and textures. He explains how he develops children's understanding of health and nutrition through growing fruit and vegetables that they then use in their meals. n Parents are very pleased with the service that the childminder provides. Overall, the childminder ensures that parents receive essential information about their child's day. He provides some information about how they can support their children's learning at home. However, in some instances, the strategies that the childminder uses are not highly successful in encouraging parents to become more involved in their child's education. n The vast majority of the curriculum is very well planned to give children the skills and knowledge they need to succeed. However, the childminder has not fully considered how he can develop the curriculum to help children begin to think about keeping safe when using technology, such as the internet.

p.2

need to do better?

n The childminder ensures that children have plenty of opportunities for fresh air and exercise. Well-planned opportunities, indoors, in the garden and on outings, help children to become confident in their physical abilities, which they demonstrate enthusiastically. These opportunities also help to strengthen children's large-muscle skills and coordination. The childminder understands how this contributes to their health and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has completed further training in safeguarding since his last inspection. This has helped to develop his knowledge further. He identifies how he would respond to information which may indicate that a child is at risk of harm. The childminder has a sound understanding of the local procedures in place to safeguard children. He understands his role in keeping children safe from harm. The childminder carries out regular risk assessments to ensure that the premises are safe for children.

p.3

should:

n reflect on further ways to encourage all parents to engage with and understand how they can further support their children's learning at home n develop the curriculum to build on children's understanding, in age- and stage- appropriate ways, of how they can keep safe when using technology.

p.3

Setting details

Unique reference number EY495880 Local authority Suffolk Inspection number 10301055 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 4 Number of children on roll 5 Date of previous inspection 26 January 2018

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Bury St Edmunds. He operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. Additional hours are available by arrangement, including overnight care. The childminder works with a co-childminder.

p.4

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 childminder spoke to the inspector about how he organises his early years provision, including the aims and rationale for his early years foundation stage curriculum. 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 observed the interactions between the childminder, co-childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The inspector spoke to parents during the inspection, read written feedback and

p.5

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

30 November 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

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

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