Metcalf Katrina Marie

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 are securely settled and happy in the childminder's care. They develop warm relationships and enjoy their time with her. Children are eager to interact with the childminder. They readily ask her for help and share their successes with her. The childminder is reassuring and builds children's confidence. When children find tasks difficult, she talks about how skills need practice to develop and how 'you have to keep trying' to improve. Children respond positively to her encouragement and demonstrate good levels of focus and interest. From a young age, children show an interest in mark making. They carefully hold pens to create drawings and colour in pictures. Children talk about illustrations in familiar books, such as 'The Tiger Who Came to Tea', and use them as a reference for their colouring. They recognise different colours and request specific pens. For example, children talk about needing a yellow rather than an orange pen to colour in a

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The provision is good

Children are helpful and know the routine and rules well. They remember that scissors are 'only for paper' and talk about using them safely to avoid cutting themselves or others. Children cheerfully assist with tidying resources and toys into the correct storage. They learn to wash their hands independently, ready for mealtimes.

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need to do better?

n The childminder uses her observations of children at play to assess their learning and monitor their development effectively. She identifies appropriate next steps in their learning. She plans stimulating activities and sets out themed activities and items in her sitting room and kitchen which are closely linked to children's interests, such as 'The Tiger Who Came to Tea' book. n Parents praise the childminder's warm, caring approach. They comment how she 'always greets children with a smile' and provides a nurturing, home-from-home environment. Parents appreciate the childminder's strong communication, including updates and photographs of their children's learning and progress. n Children behave well and listen respectfully to the childminder when she offers them sensitive reminders about being kind to their friends and taking turns with toys. They start to develop their sense of responsibility. n The childminder is well organised. She has completed all mandatory training;

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need to do better?

however, she has not established a programme of professional development to increase her knowledge and raise the quality of teaching and learning even further. n The childminder provides children with opportunities to be independent. They help her to select the ingredients they need to make sandwiches and use a knife to spread butter and jam. Children delight in eating food they have prepared.

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need to do better?

28 January 2020 n Children recall recent visits to see alpacas and play boisterously on large soft- play equipment. The childminder takes children on outings to parks, farms and playgroups to support their physical and social skills. Children enjoy exploring and investigating nature, particularly muddy puddles perfect for splashing in. However, children have limited opportunities to develop an understanding of the diverse lives, cultures and backgrounds of people in the wider world. n The childminder teaches children how to play games. She encourages children to spread out cards face down to set up a matching game. She supports children to take turns fairly and to wait patiently while their friends have a turn. n The childminder reads books in an interesting, interactive way. She points to different elements in the illustrations, asks questions about the character's motives and encourages children to talk about the pictures. The childminder

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need to do better?

encourages children to makes links to their own recent experiences, such as jumping in muddy puddles, when a character puts on wellington boots. n Children play imaginatively and recreate their experiences from home as well as acting out scenes from books. They collect food items and lay a blanket on the floor to make a 'picnic'. Children talk about the different vegetables, fruits and food items they need by recalling the ones illustrated. They talk about needing lots of sandwiches because 'the tiger eats them all!' as they sit a toy tiger, pig and dolls on the blanket. n The childminder supports children's developing language skills well. She repeats young children's utterances clearly and provides interesting new vocabulary. They begin to express their ideas and needs with confidence.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the signs and symptoms that may indicate a child is at risk of harm. She understands how to identify and report concerns about the welfare of a child or the behaviour of an adult. The childminder knows what her responsibilities are in protecting children in her care, including when attending external playgroups or activities outside her home. She regularly updates her safeguarding and child protection training.

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should:

n expand children's experiences and awareness of the diverse lives, cultures and backgrounds of people in the wider world n embed a programme of continued professional development to keep up to date with changes in legislation, increase existing knowledge and raise the quality of education to the highest level.

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Setting details

Unique reference number EY296726 Local authority Norfolk Inspection number 10106296 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 2 to 4 Total number of places 6 Number of children on roll 8 Date of previous inspection 30 April 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Wymondham, Norfolk. She operates Monday to Friday, from 7am until 6pm, all year round, with the exception of 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 inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The childminder gave the inspector a tour across all areas used for childcare to demonstrate how the early years provision and curriculum are organised. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and reviewed evidence of the suitability of all persons living on the premises. n The childminder completed a joint evaluation of an activity with the inspector. n The inspector spoke to children at appropriate times during the inspection. She took account of the views of parents through written feedback provided.

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Inspection activities

28 January 2020 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

28 January 2020 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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