Childminder in Norfolk

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy learning through the range of play opportunities the childminder provides. Children's views are continually respected and the childminder follows their lead when planning activities. For instance, she plans an activity for children to investigate coloured gloop and introduces this when children show an interest and a desire to investigate. Children are keen explorers. They use their fingers and spoons to find out about the texture of the gloop and how it changes. Children concentrate on activities for a long time. They have fun during creative activities, creating lines and dots with the paint dabbers. Children help themselves to paper and create many artworks to take home.

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The provision is good

Children behave very well. They are kept busy with their play and enjoy involving the childminder and other children in their games. They are excited to hear familiar rhymes, singing along to 'Old MacDonald' and joining in with the actions to 'Head, shoulders, knees and toes'. The childminder extends their understanding, helping them to act out song lyrics together. Children laugh with joy when the childminder pretends to chase them as part of a song about a baby shark. Children enjoy their play in the childminder's homely environment. They learn how to follow her instructions to help them to stay safe, for instance on trips to the nearby broad.

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need to do better?

n Children are making good progress for their ages. They are keen to communicate and offer their ideas. Younger children happily babble and laugh as they play. Pre-school children talk about what they are doing and show a good awareness of words and numbers. The childminder skilfully adjusts games to suit the ability and ages of the children who she cares for. She presents them with challenges that are tailored to their level of development. Children benefit from learning through trial and error. n The childminder has a detailed knowledge of what children know and can do. She identifies what they need to learn next and helps them to achieve this during their time together. The childminder works in partnership with parents to share children's activities and progress. She gives parents ideas of how they can continue their child's learning at home. This joined-up approach is successful to help give children consistency and help them to learn new skills.

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need to do better?

n Children benefit from the additional experiences the childminder provides. She takes them to weekly music groups and meets with other local childminders to encourage children to socialise in larger groups. The childminder understands how these types of activities benefit children and help to prepare them for school. n The childminder helps children to develop positive attitudes and learn how to solve problems with others. Children learn to share and how to be kind.

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need to do better?

6 December 2019 However, the childminder does not consistently introduce children to language to describe emotions, to help them understand how others may be feeling. n Children are learning to do things for themselves. Children collect a low-level step to stand on to wash their hands. The childminder provides climbing equipment in her garden to help children develop their physical skills, and they take age-appropriate risks as they play. The childminder offers children opportunities to learn about where food comes from. She involves them in growing fruit and vegetables in the garden. n The childminder has developed links with other local childminders. She works closely with them to share information for children who also attend another childminding setting. This helps to promote a shared approach to children's care and learning. Parents give positive feedback about the childminder's service. They say their children are happy, make good progress and enjoy the social

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need to do better?

relationships with other children. n The childminder manages her setting well and shares ideas for good practice with other early years professionals. The childminder evaluates activities accurately and identifies areas in which she would like to extend her knowledge. However, she has not yet undertaken highly focused professional development to raise her practice to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps up to date with safeguarding training. She speaks confidently about the signs that may indicate that a child is at risk from harm. The childminder researches wider safeguarding concerns, such as where children may be at risk from extremist views or exploitation. She understands when to seek help and how to report her concerns to the local authority. The childminder keeps her property safe and secure. She talks confidently about the steps she takes to keep children safe in the home and when they are out and about.

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should:

n extend children's understanding of emotions and how others may be feeling n identify and take part in highly focused professional development opportunities to enhance practice to the highest level.

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Setting details

Unique reference number EY547281 Local authority Norfolk Inspection number 10130753 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 1 to 5 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Salhouse, Norfolk. She operates all year round from 7.30am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She accepts funding for children aged two, three and four years.

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Inspection activities

n The childminder showed the inspector around her home and talked about her approach to children's care and learning. n The inspector observed the childminder interacting with the children. Together, the inspector and childminder evaluated how activities support children's learning. n The inspector held discussions with the childminder throughout the inspection and interacted with children at appropriate times. n The inspector viewed relevant documentation, such as evidence of suitability for adults living in the home and the safeguarding policy. n The inspector viewed written feedback from parents to obtain their views.

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Inspection activities

6 December 2019 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

6 December 2019 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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