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

p.1

The provision is good

The childminder provides a happy, home-from-home environment where children feel safe and secure. They explore the environment freely, allowing them opportunities to develop physically. The childminder provides age-appropriate activities that follow children's interests. Children spend time filling and emptying different-sized bags. The childminder builds on the interaction as children peek inside for a look, asking, 'Is it empty?' She supports children to build on their play experiences, which encourages them to become interested in the world around them and curious about how things work.

p.2

The provision is good

The childminder provides a range of books and teaches children how to turn the pages carefully. Her reassuring cuddles at story time support children's well-being effectively. The childminder places high priority on supporting children in the early stages of walking to enable them to make progress. Children crawl around freely, pulling themselves to a standing position at the furniture. Children challenge themselves, reaching for toys and balancing on their tiptoes. Therefore, children learn to develop essential physical strength rapidly.

p.2

The provision is good

The childminder follows individual children's needs and routines, recognising when they are tired or hungry. She ensures that good hygiene practices are in place and teaches children handwashing from an early age. Children are encouraged to eat finger foods independently, developing good eating routines. The childminder promotes good manners and reminds children of appropriate ways to behave. Children behave well. Children's well-being is central to the childminder's practice. Her nurturing and supportive approach ensures children are well cared for.

p.2

need to do better?

n The childminder identifies the essential skills children need to prepare for the next stages of their education. The teaching of language skills is a great strength of the childminder's practice. She talks to children as they play and acknowledges their babbling and sounds. They engage in a two-way conversation. The childminder listens, waits and responds at an appropriate pace. This has a positive impact on children's speech and language development. n The childminder has an awareness of how children learn and the sequence of development. She plans activities and experiences appropriate for the children's ages. The childminder knows her children's starting points and plans appropriate next steps to support their progress. She reflects on her everyday practice and is keen to develop her skills further through access to professional development opportunities. n The childminder sings with enthusiasm and encourages children to join in with

p.2

need to do better?

30 July 2024 rhymes. Children are excited to press buttons and respond with dancing side to side when the music plays. The childminder offers praise for children's efforts and acts as a good role model. She counts by rote, names colours and points out shapes, providing children with an early awareness of mathematics. n The childminder provides sensory and messy activities as part of her curriculum. Children enjoy play dough and explore what happens when they press it. They make patterns with tools, rolling back and forth as demonstrated by the childminder. However, the childminder has not considered how to improve access to mark-making activities to build on children's early writing skills. n The childminder introduces cooking and baking experiences. Children are taught how to stir and mix ingredients, helping them develop their fine motor skills. They dress up using real clothing, play games with scarves and learn to be

p.2

need to do better?

imaginative. Children show increasing focus and concentration from a young age. The childminder teaches children how to manipulate objects, developing their hand-eye coordination. For instance, they learn how to rotate the bricks as they post them in a shape sorter. n Partnership working with parents is good. The childminder ensures she shares information regularly with them. Parents feel involved with the care of their child and know how they are developing. They recognise that the childminder accommodates the family's needs and provides flexibility in the service she provides. The childminder ensures that working together helps children make good progress during their time with her.

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

should:

n develop further opportunities for younger children to build on their early mark- making skills.

p.3

Setting details

Unique reference number 258063 Local authority Cambridgeshire Inspection number 10344400 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 26 September 2018

p.4

Information about this early years setting

The childminder registered in 2001 and lives in Cambridge. She works from 8am to 6pm, Monday to Thursday, providing all-year-round care.

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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the childminder and the care provided with the

p.5

Inspection activities

inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

30 July 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