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 receive lots of warmth and affection from this caring, patient childminder. They benefit from frequent cuddles and nurturing interactions and show that they feel happy and secure. Babies lift their arms up to signal when they need a hug. They snuggle into the childminder's embrace, showing they feel safe and settled. Older children enjoy involving the childminder in their games. They use their imagination in role-play kitchens and tell the childminder, 'This burger is for you'. The childminder promotes children's emotional security through praise and encouragement. She tells children they are clever and 'wonderful'. As a result, children are confident and develop a positive sense of self. For example, they openly express how strong and kind they are.

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The provision is good

Children behave well and develop good attitudes to learning. This is because the childminder plans activities she knows children will engage in. As a result, children are motivated and show good levels of engagement for their age. Babies become engrossed with technology toys. They use trial and error to make wheels move. Older children persevere with matching pictures to show the life cycle of a butterfly. The childminder builds on children's understanding and vocabulary. She explains the word 'chrysalis' and brings learning to life with meaningful hands-on experiences such as observing stick insect eggs.

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need to do better?

n The childminder is responsive to children's needs. She notices when babies appear tired or hungry. She soothes them with songs and settles them into their sleep routines. The childminder supervises children effectively and teaches them about safety. She explains how to hold cutters as older children chop fruit. n Children behave well, helping to tidy up and waiting for their turn to use popular toys. The childminder reinforces behavioural expectations throughout the day. She uses snack times to teach children about social etiquette and politeness. For example, children agree that, when eating, you should not leave the table until you have finished. n Children develop a good understanding of early mathematical concepts. The childminder counts and names colours as she interacts with babies. Older children explore 2D shapes. They count how many sides each shape has and use mathematical language in their own explanations. For example, they tell the

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need to do better?

childminder a square has short sides. n The childminder supports children's communication and language effectively. She models language well and reads stories she knows children will be interested in. She tunes into babies' language and interprets their emerging sounds. The childminder engages older children in frequent conversations and gives them time to formulate their answers.

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need to do better?

22 April 2024 n Children's good health is promoted. The childminder talks to children about the importance of washing their hands after playing outside. This helps build healthy habits and supports children's long-term well-being. Children explain how they need to wash away germs so that they do not get 'poorly tummies'. The childminder sings 'rub-a-dub' songs with babies to engage them in handwashing routines. n Children enjoy playing in the childminder's garden. They push-and-pull wheeled toys and learn how things grow as they water plants and seeds. Children enjoy watching the childminder's pet rabbits move around in their hutches. This helps promote children's natural curiosity and passion for nature and the world. The childminder extends children's physical opportunities by organising visits to nearby parks and fields. n The childminder gets to know children and their families well. She builds positive

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need to do better?

and supportive relationships with them and ensures there is good ongoing communication. Parents say their children have made secure attachments and enjoy their time at the childminder's house. They comment that the childminder is kind and caring and they feel lucky to have found her. n The childminder forms close partnerships with other professionals and settings, which helps to enhance the provision for children further. The childminder maintains her mandatory training for safeguarding and first aid to ensure her practice is up to date. n Older children demonstrate their independence as they manage their own self- care and dressing with increasing ability. Sometimes, the childminder and other children complete simple tasks that babies could do for themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n support babies' personal development further to encourage them to be even more independent.

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Setting details

Unique reference number EY500667 Local authority Suffolk Inspection number 10335081 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 27 Date of previous inspection 4 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Rickinghall, Suffolk. She operates all year round, Monday to Friday, from 6.30am to 6.30pm, except for bank holidays, Christmas and family holidays. The childminder holds an appropriate childcare qualification at level 3. She 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 this into account in their evaluation of the setting. n The childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The inspector looked at a range of documentation on request.

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Inspection activities

22 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

22 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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