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

p.1

The provision is good

Children are greeted as they arrive with excitement and joy into this childminder's home. She sets aside a dedicated room for the children, where she creates a calm, nurturing and loving environment. This makes children feel safe, and eager to explore. Children select resources themselves. The childminder supports children to use their voice, respecting their choices and encouraging them to lead their own play as she asks, 'Shall we do that now?' Children are surrounded with a wide range of opportunities to develop their communication and language skills, which builds their vocabulary. The childminder enhances learning through song and chatter. This helps children to develop their awareness of speech sounds. The childminder skilfully uses books to read to children in a way that holds engagement, ignites curiosity, and promotes a love of early reading.

p.2

The provision is good

Children have a good understanding of the daily routines that the childminder has embedded. This creates awareness for young children in the structure of their day. For example, they hold out their hands ready to receive a wipe after eating snack. The childminder supports children to build confidence in their own abilities, praising them when they achieve. This promotes children's independence, motivates them to have a 'can-do' attitude and they behave well.

p.2

need to do better?

n The childminder knows her children well and what she wants them to learn. Early assessment of children's development allows the childminder to focus swiftly on next steps, ensuring that children's learning is consistently extended. n Mathematical language is frequently used in interactions between the childminder and the children. She cleverly uses reading to help develop their skills in counting, and singing opportunities with actions to demonstrate positional language. For example, the childminder holds up her arm while singing, 'Build it up high.' n The childminder understands the importance of physical development for children. She provides learning opportunities for children to draw and knows this strengthens their fine motor skills, preparing them for their next stages in education. The childminder encourages movement to music, dancing with children to support their whole body development. n The childminder increases her knowledge and deepens her own understanding

p.2

need to do better?

of how children learn with ongoing professional development. As a result, her planning for children's learning is highly focused on helping children to make good progress. n Children walk to the local park and local shops. This provides them with opportunities to develop their confidence in different social situations, extend

p.2

need to do better?

26 April 2024 their knowledge of the local community, further enhance their vocabulary and enjoy the outdoors. All children can access the garden. However, the childminder has not considered how to further enrich outdoor opportunities for all children. n Relationships with parents are strong. The childminder works with parents to support children's ongoing progress in all areas of their learning. Parents speak highly of the relationship they have with the childminder and detail the excitement their children have as they approach her house. n The childminder is a good role model for children, promoting manners and good behaviour. She asks children to 'Please have a drink, please hold', as she encourages children independently to support themselves in healthy routines. n Children demonstrate the nurturing bond between them and the childminder. They show trust as she gently supports them in routines. Children giggle at

p.2

need to do better?

nappy time as the childminder describes what she is doing. n The childminder works successfully with other professionals, consulting with health professionals when necessary and asking for advice from the local authority, if required. As a result, children are supported with their learning and development needs and kept safe. n Building children's personal development is at the centre of this childminder's heart, she praises them at every opportunity saying, 'well done,' and 'we did it together.' As a result, children's confidence and self-esteem grows.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n provide further rich opportunities for all children to build on their gross motor skills outdoors.

p.3

Setting details

Unique reference number 2662535 Local authority Suffolk Inspection number 10335385 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Felixstowe, Suffolk. She operates all year round from 8.30am to 4.30pm, Monday to Friday.

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 provider and has taken that into account in their evaluation of the provider. n The inspector completed a learning walk and discussed with the childminder what she wanted the children to learn. n The inspector observed the quality of interactions between the childminder and the children, and assessed the impact of these on children's learning and development. n The childminder and inspector discussed the impact of activities on children's learning. n The inspector looked at relevant documentation, including the childminders paediatric first-aid certificate, children's records of attendance and progress checks at age two. n The inspector spoke to parents and considered their comments.

p.4

Inspection activities

26 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.

p.4

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6