Childminder in Suffolk

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

Children build strong and trusting attachments to the kind and friendly childminder. Babies feel comfortable in their environment as they greet visitors with a cheerful wave and beaming smile. The childminder's calming voice and reassuring hugs ensure children who are less confident, swiftly relax and enthusiastically begin to explore the activities on offer. The childminder knows individual children very well. She clearly explains risk assessments and care plans in place, to ensure the needs of children with complex medical and health care needs are met. On occasion, particularly at sleep times, babies and children's personal development are not always considered thoroughly enough, to ensure their well-being and welfare needs are consistently met.

p.2

The provision requires improvement

The childminder has high expectations for children's behaviour. When a child takes a spade from their younger peer playing in the sand, she gently encourages them to think about how their actions may affect others. The childminder suggests finding another spade to encourage cooperative play. This effective role-modelling and quality interaction means children learn to accept the needs of others, as the child kindly gives the toy back to their peer and finds another one. The childminder provides meaningful praise for this act of kindness which encourages children to repeat these positive behaviours.

p.2

need to do better?

n The childminder demonstrates good knowledge of safer sleep awareness. For example, she lies babies and young children to sleep on their backs and checks them at regular intervals to ensure their ongoing safety. Despite this, the childminder does not manage all risks effectively. For example, the childminder does not sufficiently show how she minimises risks to babies while her attention is focused on soothing their older peers to sleep. n The childminder values parent involvement and gathers in-depth information about children before they start. She uses this information to plan fun and meaningful learning experiences that support children's next steps in learning. Successful assessment processes are in place, so any gaps in children's learning are identified swiftly, and the right level of support is given. This ensures all children make ongoing and significant progress from their starting points.

p.2

need to do better?

n Babies and children become increasingly independent in managing their self-care needs. Children learn to feed themselves and develop good hygiene routines at mealtimes. The childminder encourages babies to hold the handles on their cup so they can learn to drink independently. n The childminder has good knowledge of how children learn. For example, she introduces different musical instruments at group time. Babies develop their physical skills as they delight in using a wooden beater to hit the xylophone and

p.2

need to do better?

28 June 2024 make interesting sounds. This sensory activity helps babies make links between what they see, what they feel and what they hear. Additionally, older children develop their listening and attention skills while learning concepts such as 'loud' and 'quiet'. Children follow the childminder's lead and learn to hit instruments gently for a quiet sound and more vigorously to make a louder sound. n The childminder is reflective in practice and ensures all children's voices feel heard and validated. For example, the childminder quickly recognises when a child who does not have the language to communicate, becomes frustrated. She softens her voice which reassures the child, before praising them for pointing to what they want. As a result, children learn to regulate their emotions and use positive behaviours, such as gestures, to communicate their wants and needs. n Plenty of outdoor play supports healthy lifestyles and means children make

p.2

need to do better?

significant progress in their physical development. Babies begin to develop muscles in their legs preparing them for walking, as they pull themselves up to standing on outdoor play equipment. Occasionally, the childminder does not consider how resources will be made available for all children to access. For example, an outdoor mark-making opportunity is only accessible to older children who can reach the crayons on the table. n Parents appreciate daily, face-to-face communication about what their children have been up to. Assessments are regularly shared with parents, and they feel they know how to support their children's further learning at home.

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 interests first.

p.3

Due date

improve risk management, particularly when babies and children going for a sleep, to ensure risks are suitability checked, and any risks are removed and minimised for all children. 05/07/2024

p.3

should:

n focus on ensuring all children have an opportunity to access age-appropriate

p.3

should:

28 June 2024 resources that can further extend their learning and development in all areas.

p.3

Setting details

Unique reference number EY253848 Local authority Suffolk Inspection number 10344323 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 5 September 2018

p.5

Information about this early years setting

The childminder registered in 2003 and lives in Bury St Edmunds. She operates her provision all year round, from 8am to 5.30pm from Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discusses the impact of the pandemic with the childminder and has taken that into account in their evaluation. n The childminder and the inspector completed a tour of the setting both indoors and outdoors to understand how the setting is organised. Additionally, the childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed activities indoors and outdoors, and assessed the impact these have on children's experience at the setting. n Children spoke with the inspector during the inspection. The inspector spoke with a parent during the inspection and took account of their views. n The inspector spoke with the childminder and discussed self-evaluation. The inspector looked at relevant documentation, including suitability checks for

p.5

Inspection activities

members of the household, insurance and their first-aid certificate

p.5

Inspection activities

28 June 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.5

Inspection activities

28 June 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7