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 thrive in this inclusive setting where they are motivated to play and learn. They swiftly become highly engaged and confidently explore environments that the childminder creates around their interests. Children delight in posting coloured balls through holes in a box, giggling with laughter as they watch them disappear. The childminder follows their lead and encourages the children to count the balls as they successfully push them through the holes. By doing this, children practise their mathematical skills and learn to count in sequence, building on what they already know and can do.

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The provision is good

Children build strong and trusting attachments to the fun-loving childminder, who consistently responds attentively to their individual needs. Children feel safe and comfortable in their environment, greeting visitors with a cheerful wave and a beaming smile. Outdoor play is prioritised. The childminder regularly takes children on outings in the local community, such as to the farm and for nature walks. These experiences help children begin to understand the world they live in and to respect living things. The childminder applauds children's kindness when they offer food and water to the setting's tortoise. The childminder's meaningful praise for considering the feelings of others boosts their well-being and inspires these positive behaviours to be repeated.

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need to do better?

n Overall, teaching is meaningful and helps children remember long term what they have been taught and to integrate new knowledge into larger concepts. For example, after a recent trip to the farm, children show an interest in tractors. The childminder introduces books and toy tractors into their play, which extends their enjoyment and positive attitude to learning. The childminder extends and consolidates their understanding of what a tractor does through discussions and playful interactions. n Children make rapid progress in their speech and language development. The childminder talks clearly and in age-appropriate ways to promote children's understanding. She responds extremely well to young children's first words and gestures as they learn to communicate. The childminder uses daily routines to introduce new words, such as 'squeeze' and 'squidgy' when children use soap to wash their hands. As the childminder repeats these words, children begin to say

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need to do better?

them and make connections between the words and their meaning. n Parents express an overwhelming appreciation for the excellent care their children receive from the childminder. Daily face-to-face communication and regular meetings to discuss children's progress mean parents know how to further support and extend their learning at home. Regular assessments are shared with parents, and collaborative working ensures that all children make

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need to do better?

20 September 2024 good progress from their starting points. n The childminder has strong links with others in the community, including schools and other local services. This helps support seamless transitions to children's next stage of early education. n The childminder is dedicated to continually improving her practice to ensure all children's individual needs are met. She swiftly identifies any gaps in children's learning and works collaboratively with parents and external agencies to ensure the right support is provided in a timely manner. The childminder has identified areas to expand her knowledge, such as supporting children with speech and language delay. However, she has not fully explored ways to do this to help children make the best possible progress. n Children develop good hygiene habits as the childminder encourages them to wash their hands before eating and after touching animals. The childminder

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need to do better?

empowers children by giving the right level of support and encouragement when they try to put their shoes on independently. As a result, children develop self- esteem and confidence in their abilities. n Children are well behaved and develop polite manners. They build on their social skills when confidently inviting visitors into their play. Children learn to accept the needs of others through turn-taking games and are provided with consistent and meaningful praise for their efforts and achievements. The childminder regularly takes children to local toddler groups and meets with other childminders, which has a significant impact on children's social development and friendship building skills.

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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 seek out professional development opportunities to build on the already good knowledge of speech and language development to help children achieve their best outcomes.

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Setting details

Unique reference number EY539534 Local authority Suffolk Inspection number 10354868 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 3 Date of previous inspection 8 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Bury St Edmunds, Suffolk. She operates all year round from 8am to 5pm, Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how they ensure both indoor and outdoor environments are safe and suitable. n The inspector spoke with parents to gather their views on the childcare setting. 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 her care. 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 carried out a joint observation with the childminder and took her reflections into account. 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

20 September 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

20 September 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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