Edwards Kirsty Joanne

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 very eagerly arrive at the childminder's home. They are warmly welcomed by the childminder and leave their parents with ease. They excitedly join their friends to play. The childminder has created a homely playroom, which children are very happy and comfortable in. The children have great friendships with each other and a strong bond with the childminder. They give the childminder cuddles and are clearly very happy being in her care. The childminder provides an exciting garden, which children love to play in. They play for long periods of time, experimenting with sand and water in the mud kitchen. The childminder is very attuned to the children's play and quickly offers additional resources to enhance it.

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The provision is good

The childminder supports children to regulate their behaviour through distraction and discussion. If children are upset, the childminder is quick to explore how they feel, validate their emotions and reassure them with a cuddle until they are ready to play again. Both strategies are very effective and result in children behaving very well. The childminder consistently reminds children to be polite and use please and thankyou. She praises positive behaviours. The children have great imaginations. They spend a long time role playing being doctors. They take each other's temperatures with a thermometer and marvel as they look at x-rays, trying to work out which body part each x-ray is.

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need to do better?

n The childminder uses her assessment to identify where children are in their learning and what they need to develop next. This approach works well in targeting areas of development for each child. Children's progress is shared with parents verbally and through sharing regular photos throughout the day. The childminder focuses her curriculum on the prime areas of learning. Children who move to nursery are supported to develop their independence. The childminder asks children to put on their shoes and coat and encourages them to do so themselves, which they all attempt and succeed with a little support. n The childminder supports children's developing language by role modelling the pronunciation of words and adding new words to extend children's growing vocabulary. The children enjoy listening to stories and singing and often sing independently. The childminder asks children a range of open-ended questions

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need to do better?

designed to help them to think about the answers. On occasion, however, the childminder offers an answer or options too quickly, which does not allow children enough time to think and consider their answer. n Children can concentrate for long periods of time. They are attentive and engage in their chosen activity. The children spend a long time having fun exploring the toy dolls. They dress and undress them and have meaningful conversations with the childminder about caring for babies. They use their physical skills as they put

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need to do better?

15 April 2024 nappies and shoes on their dolls. They ask the childminder for support when it gets difficult, demonstrating their confidence to ask for help. n Mathematics is used in everyday play. The childminder encourages the children to use positional language. For example, children look at their faces in a mirror and discuss whether features are on top or below another feature. Supported by the childminder, they can replicate the position of their facial features on paper with stickers. They are very amused as they add beards, moustaches, and bushy eyebrows to their pictures. They count objects unprompted, showing that numbers are well understood. n The childminder accesses a range of training to enhance her already good practice. She is clear on her strengths and areas for development and is taking steps to action areas identified. The childminder has good links with the local authority and benefits from her close links with other childminders to provide an

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need to do better?

opportunity to network and share good practice and ideas. n The childminder is vigilant in assessing any potential risks within her home and removes or minimises them. They very regularly go out on walks and visits the local parks. The childminder uses the opportunity to talk to the children about road safety, so they learn to stop, listen and look. Parents are very complimentary with many noting the nurturing environment and enjoying the external visits the childminder provides.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n give children more time to think and respond to questions to develop their language and thinking skills further.

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Setting details

Unique reference number EY226043 Local authority Suffolk Inspection number 10335407 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 19 Date of previous inspection 14 June 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Ipswich, Suffolk. She operates all year round from 7.30am until 6pm on Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant 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 provider and has taken that into account in their evaluation. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed the quality of education during play opportunities and assessed the impact this has on children's learning. n The inspector reviewed a sample of documentation including evidence of qualifications, training certificates and suitability checks. n The inspector took account of the views of parents through written testimonials. n The inspector observed an activity. n The inspector spoke to children during the inspection.

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Inspection activities

15 April 2024 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

15 April 2024 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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