Studd Lindsey

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

Children are happy and enjoy their time with the childminder. They have warm, nurturing relationships with her, and seek cuddles and comfort from her as needed. The childminder knows children well and is responsive to their needs. She uses information about them from their parents to adapt her practice to support children's individual needs.

p.2

The provision is good

The childminder has a clear curriculum to set out what she wants children to learn. There is a strong focus on supporting children's communication and language development. The childminder plans activities that are based on children's interests and are age appropriate. Children engage in activities that are planned to develop their early mathematical skills. They show enthusiasm to learn and practise new skills. For example, young children say the colours of the pom-poms as they choose different-sized pots to fill and empty. They learn how to post small pom-poms through small holes and explore the handling of different tools.

p.2

The provision is good

The childminder supports children to understand the boundaries and expectations of the setting. She encourages children to help look after their environment by helping to tidy up before lunch. The childminder uses books to help children learn about feelings and emotions to support their personal social and emotional development. Children respond positively to the praise and encouragement the childminder provides and the celebration of their achievements. For example, they receive high praise when they have completed a self-chosen task.

p.2

need to do better?

n The childminder has a clear awareness of where each child is in their learning. She uses assessments to devise next steps in children's learning, based on their interests. She plans a varied curriculum that covers all areas of learning effectively. She makes good use of resources and plans activities that build on the interests and abilities of the children. n The childminder models the use of language well and introduces new vocabulary instinctively. For example, during a filling and emptying activity, she introduces words to describe size, colour and textures. However, on occasion, the childminder does not give children enough time to respond to her questions. For example, she moves the conversation along too quickly, before allowing children time to reply. n The childminder encourages children's love of books and singing nursery rhymes and songs. She provides opportunities daily to read with children and sing their

p.2

need to do better?

favourite songs. Children are eager to join in. They use hand actions and predict what is happening next in familiar stories. n The childminder priorities children's emotional well-being. She gathers

p.2

need to do better?

13 January 2025 information from parents before children start and offers settling-in sessions that meet children's individual needs. The childminder has flexible routines that fit around children's personalised care routines. Recently, she has introduced a photo board, which supports children as they settle and allows them to see familiar faces. n Children's personal needs are well met. The childminder considers the needs of all children and recognises the signs when they may need to have a sleep. Young children are made very comfortable if they require a sleep. They are reassured, offered comforters and provided with a comfortable, calm and quiet space to rest. n The childminder plans trips outside the home, giving children the chance to link up with the local community and have new social experiences. She networks with other childminders, where children have a chance to play with others to develop social skills. Children have daily opportunities to explore the outdoors.

p.2

need to do better?

The childminder helps children learn about growth, such as sowing seeds and growing a range of vegetables. n Partnerships with parents are generally good. Parents value the childminder's support she gives them. Parents enjoy receiving communication about what their children are learning. However, the provider does not give parents clear information about how they can further support their children's learning at home. n The childminder is reflective and knows her own strengths. She sources additional support from external professionals, attends a range of training that is relevant and supports her own continued professional development.

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 provide enough time for children to think and respond with their own thoughts and ideas when asking questions n provide parents with more information about what they can do to extend children's learning at home.

p.3

Setting details

Unique reference number 251025 Local authority Suffolk Inspection number 10367974 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 5 March 2019

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Bury St. Edmunds. She operates from 8.30am to 5.30pm, Monday to Thursday, all year round, except for family holidays. Childcare outside of these hours is available by arrangement, along with care on bank holidays. The childminder holds an appropriate qualification at level 3.

p.4

Inspection activities

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 her early years provision, including the aims and rationale for her early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The children communicated with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

13 January 2025 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

13 January 2025 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

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