Childminder in Norfolk

Inspection date 22 January 2019 Previous inspection date 23 November 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n Children form close bonds with the childminder and settle quickly in her care. This has a positive effect on their emotional well-being. The childminder is very responsive to children's individual needs. n The childminder ensures that children have opportunities to discover and learn about the world around them. For example, children enjoy observing chickens at close quarters in the childminder's garden, actively helping to feed them. The childminder maintains a safe environment and supervises children well. She regularly checks the areas used by the children to help to ensure that they are suitable. n The childminder has a good understanding of how children learn. She presents toys and resources effectively to support children's free choice and independence. Children build their confidence as they actively explore their environment. n Children develop their self-care skills well, such as putting on their own boots before

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This provision is good

going outdoors. The childminder supports children to follow good hygiene routines. Children experience sociable mealtimes. n Sometimes the childminder focusses on extending the learning of the older children and misses opportunities to enhance the learning of younger children. n The childminder does not consistently engage all parents in their children's learning to promote better consistency between the setting and home.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n enhance the learning opportunities for the youngest children so that they have equally high-quality experiences as the older children n encourage all parents to be fully involved in their children's learning and share what children learn at home.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder during the inspection. She looked at relevant documentation and children's records and discussed the childminder's policies and procedures. n The inspector spoke to children during the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder and those living on the premises. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The childminder regularly meets with another childminder and keeps up to date with developments in childcare practices. She reflects on her practice to identify ongoing improvements. For example, the childminder has recently changed how she presents observations and photographs of children to evidence their learning. The childminder routinely monitors children's progress by tracking their development. She uses this information to plan effectively for children's next steps in learning. The childminder reviews and updates her policies and procedures in line with current legislation and guidance. Safeguarding is effective. The childminder understands her responsibility to keep children safe from harm. She has attended training to ensure that she can protect children. The childminder knows the appropriate action to take if she has a concern about the welfare of a child.

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Quality of teaching, learning and assessment is good

The childminder provides a relaxed learning environment. Children are happy and actively engaged during their time at the setting. The childminder gets down to the children's level and talks to them as they play. She promotes the development of children's speech and language skills well. For example, the childminder responds to baby's vocalisations. She encourages older children to talk about their families and the experiences they have outside of her setting. The childminder asks effective questions to extend children's learning and listens carefully to their answers. Children enjoy talking to the childminder. The childminder uses opportunities to incorporate counting and colours into children's play.

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Personal development, behaviour and welfare are good

The childminder takes time to support new children to settle. She works closely with parents to make sure that she meets children's care needs well. The childminder follows children's home routines to promote continuity of care. Clear and consistent boundaries are in place for children's behaviour. The childminder gently reminds children of these. She considers the age and level of understanding of the children when managing unwanted behaviour. The childminder is a good role model and teaches children to be polite and use good manners. She provides children with praise as she recognises their efforts and achievements. The childminder helps to extend children's social skills and confidence. For example, she regularly attends local groups with the children where they interact with other adults and children.

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Outcomes for children are good

Children make good progress and are working comfortably within the range of development typical for their age. Older children have a positive attitude to learning and are keen to try out new experiences, such as exploring 'water beads' with their hands. Children's early literacy skills are developing well. They are learning to recognise letters and the sounds they represent. Children have opportunities to count during daily routines, such as when cutting their banana at snacktime. They are well prepared for the next stage in learning, including their eventual move on to school.

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Setting details

Unique reference number EY357531 Local authority Norfolk Inspection number 10065006 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 23 November 2015

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Registers

The childminder registered in 2007 and lives in Feltwell, Thetford. She operates all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for three- and four-year-old children.

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Registers

This inspection was carried out by Ofsted 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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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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Registers

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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