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 are happy in the care of this warm and friendly childminder. They settle well and enjoy the homely environment that she provides for them. Children develop close and trusting relationships with the childminder, who is attentive to their needs. They go to her for reassurance and are comforted by her cuddles.

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The provision is good

Children have lots of fun with the childminder. They squeal with delight as she blows bubbles from a bubble wand, and they excitedly 'pop' them with their fingers. Children thoroughly enjoy interacting with the role-play resources. They demonstrate good imagination as they pretend to speak into toy mobile phones and care for their dolls. Children enjoy listening to stories, and older children select books to look at themselves, fostering their interest in reading.

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The provision is good

The childminder has a high expectation for children's behaviour. She has a calm and caring manner and acts as a good role model. Children behave well. They are polite, sociable and play cooperatively with their friends. Children learn to share, take turns and tell visitors they use 'kind hands'. The childminder displays children's creative work on the walls, helping to promote their self-esteem and sense of belonging. Children have daily opportunities for exercise and fresh air, which helps to promote their good health and physical well-being.

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need to do better?

n The childminder plans a broad curriculum to support children's learning in all areas. She provides enjoyable learning experiences to capture children's interests. For example, children excitedly examine the tiny caterpillars, which they will watch grow into butterflies. The childminder plans regular outings for children to enhance their learning. For example, they visit the local library, attend a singing group and play in the nearby park and meadow. This helps to develop children's social skills and promotes their understanding of communities outside their own. n Children are encouraged by the childminder to do things for themselves to help them to become independent. For example, children readily help the childminder to tidy up the resources, feed themselves with cutlery and take their own bowls and plates into the kitchen after mealtimes. Children learn good hygiene practices, such as washing their hands before eating. This helps to prepare

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need to do better?

children for the next stage in their education. n The childminder skilfully weaves mathematics into everyday activities. For example, she asks children if they would like their toast cut into squares, triangles or rectangles. The childminder uses mathematical language to describe size, such as 'big' and 'small', as children play. She helps children to count and identify numerals. This helps to support children's early mathematical skills.

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need to do better?

23 May 2024 n Children's communication and language skills are supported well. The childminder encourages children to engage in conversations, showing genuine interest in what they have to say and allowing them plenty of time to think about their answers. She introduces new words such as 'cocoon' and 'watermelon' to extend children's vocabulary. As a result, children develop good language skills. n The childminder is committed to providing a good-quality provision for children and families. She is proactive in engaging with professional development opportunities to continually enhance her knowledge and skills. The childminder reflects on what she learns and considers how she can use this knowledge to benefit and support the children in her setting. For example, following recent training, she has extended the opportunities for children to develop and practise their early mathematical skills. n The childminder knows children well. She finds out about each child's interests

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need to do better?

and needs from the start. The childminder carries out observations to monitor children's development. However, she does not always make the most effective use of assessment to precisely identify children's next steps in learning. As a result, not all activities sharply focus on what children need to know and do next to help them make the most progress. n The childminder forms good relationships with children's parents. They praise the childminder's kindness and flexible approach. The childminder shares information regularly with parents about their children's achievements and experiences. However, she does not always work effectively with staff at other settings that children attend to share information and provide a consistent approach to supporting children's care, learning and development needs.

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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 identify children's next steps in learning more precisely, in order to focus sharply on what children need to know and do next to help them make the most progress n strengthen partnership working with staff at other settings that children attend to provide a more consistent approach to supporting children's care, learning and development needs.

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Setting details

Unique reference number EY429936 Local authority Suffolk Inspection number 10335164 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 7 Date of previous inspection 6 June 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Sudbury, Suffolk. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 provider. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum and what she wants children to learn. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector reviewed written testimonials from parents and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 May 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

23 May 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

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

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