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 feel relaxed and safe in this warm and nurturing 'home-from-home' setting. They initiate cuddles and chat enthusiastically with the childminder on arrival. The childminder swiftly fosters strong and trusting attachments with the children in her care. She spends individual time with all the children, promoting their emotional well-being extremely well. Children are kind and well behaved. With gentle support from the childminder, children learn to negotiate in games and consider others when minor disagreements emerge. Older children delight in inviting younger peers into their play and praise their achievements with a 'high five'.

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The provision is good

Indoor and outdoor learning environments are well resourced and enticing. Resources are placed at a low level, enabling children to fully participate and make choices. Children make significant progress in their speech and language development. The childminder prompts interesting conversations during play that ignites children's imagination and extends their communication and language development. Children relish weekly trips to local playgroups where they further develop social skills and broaden peer relationships.

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The provision is good

The childminder promotes healthy lifestyles and supports children's physical development superbly. Children are encouraged to follow guidance and rules that help to keep them safe. They negotiate risks well, such as turning their scooter onto the grass to reduce the speed.

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need to do better?

n Overall, teaching is good. Regular assessments, such as the progress check at age two years, are thorough and used to inform next stages of children's learning. The childminder encourages children to learn through trial and error. As a result, children become independent, motivated and competent learners. For example, children demonstrate their thinking skills when finding a pillow and putting it at the bottom of the slide, making a more comfortable experience. n The childminder implements a clear and meaningful curriculum that is sequenced and builds on what children already know. The childminder welcomes advice and support from outside professionals, such as speech and language therapists, to improve her practice. This helps to ensure that all children, including those with special educational needs and/or disabilities, make good progress. n Tailored settling-in sessions mean the childminder gets to know individual

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need to do better?

children exceptionally well. Children's ongoing progress is frequently shared with parents. Parents applaud excellent communication with the childminder. They express undeniable appreciation for the daily online and face-to-face

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need to do better?

26 April 2024 communication they receive about their child's day and development progress. However, the childminder does not communicate with other settings children attend to enable a shared approach to children's care and learning. n The childminder uses consistent teaching strategies to promote positive behaviours and support their understanding of what is expected of them. For example, a fun, sequenced, handwashing activity supports children to become increasingly confident and independent in their self-care routines. n Children learn to care for their environment in fun ways. For example, children giggle with laughter as the tidy-up song speeds up towards the end. The liveliness and energised encouragement from the childminder means children complete their task, while developing a positive sense of self and responsibility to their surroundings. n Mealtimes are sociable events. Children show a good understanding of hygiene

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need to do better?

routines when washing hands before eating. They independently sit at the table to eat and demonstrate good table manners. The childminder is a good role model, gently reminding children to say 'please' and 'thank you'. n The childminder continually reflects on her practice to ensure an inclusive experience for all children. For example, she intuitively introduces musical instruments into a group singing activity to encourage younger children to join in. n The way the childminder enhances children's individual character and emotional development is superb. When older children enthusiastically run towards a younger child on arrival, the childminder gently reminds them to give some space as she recognises this can be overwhelming. As a result, children learn to accept the needs of others. They respectfully wait for the child to enter the playroom, before greeting them affectionately and inviting them to join their

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need to do better?

play. Additionally, the childminder uses stories and opportunities that naturally arise to talk about and explore feelings they have.

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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 improve how information is shared with other settings children attend to support and complement their care and learning experiences.

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Setting details

Unique reference number EY499432 Local authority Suffolk Inspection number 10335301 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 4 Date of previous inspection 11 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Stowmarket, Suffolk. She operates all year round, from 8am to 5pm, on Tuesday, Thursday and Friday, except for bank holidays 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 that into account in their evaluation of the childminder. n The childminder and the inspector completed a tour of the setting, both indoors and outdoors, to understand how the early years setting and the curriculum are organised. Additionally, the childminder showed the inspector the premises and discussed how she ensures that they 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. n Children communicated with the inspector during the inspection. The inspector spoke with a selection of parents to gather their views on the childcare setting.

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Inspection activities

n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector carried out a joint observation of group activities and also discussed self-evaluation. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children.

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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

26 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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