Gissing, Anita

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 calm, nurturing and inclusive environment where children feel safe and secure. She carries out risk assessments to ensure that children have their individual needs met at all times. Resources are plentiful, and children self-select what they want to play with to extend their own learning, which supports the development of their thinking skills. The childminder has high expectations for children's behaviour and social development. She is a good role model and has clear routines and boundaries in place that children respect and follow. Children say 'please' and 'thank you' and are quick to help tidy up when one activity has finished, before beginning another.

p.2

The provision is good

Children chat freely and are confident to invite adults into their play. They are independent and show a high ability to think for themselves. Children feed themselves their own snack and independently pull up their sleeves before painting. The childminder is quick to praise, and comments, 'Well done. Good thinking.' The childminder creates opportunities for children to develop a sense of belonging. Children are proud of paintings on the wall, celebrating their achievements, and as a result, they feel valued and have increased self-esteem. The childminder inspires children with adult-led activities, and children say, 'We ready. We steady,' in anticipation and excitement as new activities begin.

p.2

need to do better?

n The childminder knows the children she cares for well. She makes good assessments of children's progress through observations. These help her to establish children's starting points. The childminder uses this knowledge to underpin and plan for children's individual next steps in their learning. n Children's behaviour is good. They share toys, and older children seek out opportunities to include younger children in their play. This supports children to form friendships. n Children lead their own play. The childminder is quick to adapt adult-led activities to allow children to take charge of their own learning. This means that children hold their engagement for longer during activities and that learning is embedded. n The childminder regularly takes children to groups outside the setting. Parents comment that these groups enable their children to develop their social skills with other children and deepen their awareness of the local community.

p.2

need to do better?

n Overall, children's communication and language development is good. The childminder narrates what children are doing and repeats words back to them to support the correct pronunciation. However, she has not considered how she can consistently support children to continue to make further progress with their communication and language skills, and build on their individual vocabulary.

p.2

need to do better?

3 October 2024 n The childminder supports children to follow good hygiene practice. Children have their own soap and competently wash their hands before eating. The childminder reminds children as they play with a toy dentist playset that cleaning their teeth is important to get rid of the germs. n Parents speak highly of the childminder and state that she 'creates a loving and nurturing environment' in which children thrive. They feel confident to leave their children in her care and are kept up to date with their children's progress throughout the day. n The childminder works with parents to support their children's transition to other settings. However, she has not established a firm link with other settings that children attend. This means that children do not benefit from a collaborative and consistent approach to their learning and development. n Children have a 'can-do' attitude. They persevere when they find a task difficult

p.2

need to do better?

and are supported by the childminder when needed. For example, children try hard to remove tools from a toy tool belt and say, 'Look I got it. I got it', with glee and excitement when they finally free the tools by themselves. n The childminder works alongside other agencies to support her own professional development. She has expanded her home library of books and regularly sends books home with children to share with their families. This promotes partnership working with parents and supports children to develop a love of early reading.

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 consider how to support children to continue to make progress with their communication and language skills to build on their growing vocabulary n establish partnership working with other settings that children attend to promote a collaborative and consistent approach to children's learning and development.

p.3

Setting details

Unique reference number 251183 Local authority Suffolk Inspection number 10354778 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 6 Date of previous inspection 6 November 2018

p.4

Information about this early years setting

The childminder registered in 1990 and lives in Kesgrave, Suffolk. She operates all year round, from 8am to 5pm, Monday to Thursday, during schools term times, and from 8am to 3.30pm during school holidays, except for bank holidays and family holidays. She provides funded early years education for all eligible children.

p.4

Inspection activities

n The inspector and the childminder completed a learning walk and discussed what the childminder wants children to learn. n The inspector spoke to the children during their play. n The inspector and the childminder carried out a joint observation and held a discussion. n The childminder and inspector discussed risk assessments that are in place. n The inspector observed the quality of the interactions between the childminder and the children, and assessed the impact of these on the children's learning and development. n The inspector spoke to, and read testimonials from, parents, taking their comments into account. n The inspector discussed the childminder's safeguarding knowledge and paediatric first-aid arrangements.

p.4

Inspection activities

3 October 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

3 October 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