Childminder EY550516

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 their time with the childminder, who provides a caring and nurturing environment. Children have good levels of self-esteem. Older children enjoy playing with toys that are both familiar and of interest to them, which helps to provide them with a sense of security. Children who have just started are supported with warm cuddles and reassurance to help them feel settled. Subsequently, children build secure attachments with the childminder, which supports their emotional development and well-being.

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The provision is good

Children enjoy a safe and secure environment. The childminder is vigilant. She completes daily risk assessments to ensure that the environment, resources and equipment are safe and suitable for children to use. For example, the childminder provides young children with access to age-appropriate toys that stimulate their learning.

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The provision is good

Children have good opportunities to visit a broad range of places with the childminder and explore new areas of interest. For example, children visit the local playground, animal gardens and farm to develop a better understanding of different animals and their habitats. They attend activities at the library and enjoy participating in rhyming songs to develop their creativity. The childminder uses these opportunities to ensure all children receive the same experiences to support their future success.

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need to do better?

n The childminder is highly effective in helping children to acquire communication and language skills. Children listen well and interact enthusiastically. They engage in meaningful conversations to extend their speaking and listening further. For example, the childminder repeats words and phrases, and introduces new vocabulary, such as 'scratchy' and 'crinkly', during storytelling. n The childminder models good behaviour and has high expectations for children. She offers continual praise and encouragement throughout the day, which helps to raise their self-esteem. n The childminder has identified the need to develop younger children's engagement skills even further. For instance, she introduced an exploratory basket to inspire younger children's curiosity and attention. n The childminder supports children's imagination well, and children enjoy her undivided attention as she sits and plays alongside them. She engages in role

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need to do better?

playing with the children, where they enjoy 'cups of tea' and talk about various superheroes. On occasions, the childminder is overly attentive, which prevents children from developing their individual spontaneity and exploration skills. n The childminder has a robust settling-in procedure. She works closely with

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need to do better?

6 February 2020 parents to identify children's initial starting points, capabilities and care needs. The childminder encourages parents to bring their children for settling-in visits before they start. This supports children's sense of belonging. n Children behave well and use good manners. For example, they spontaneously say 'please' and 'thank you' to each other during their play and the routines of the day. Children are aware of the rules and boundaries in place and play cooperatively together. n Parents speak highly of the childminder. They write complimentary comments, such as 'We can't speak highly enough of the care, support and guidance our children have enjoyed.' They also comment on the 'fantastic' and 'outstanding' service they receive. n The childminder keeps parents informed of their children's progress through a range of methods, including daily diaries, online journals, messaging services

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need to do better?

and verbal feedback. This two-way communication is key to a successful early years experience for children. n Children's self-care skills are supported well. They put their shoes, coats, scarves and hats on when going outside and are confident in washing their hands and cleaning their teeth. The childminder is committed to promoting children's health and well-being. Children benefit from healthy meals and nutritious snacks, and follow sound hygiene practices. For example, children brush their teeth after breakfast. Children enjoy walking to school, which supports their large-muscle skills and overall fitness levels. n The well-organised environment supports the needs and interests of children of different ages. Children are happy and confident; they show a strong sense of belonging. For example, older children are encouraged to choose resources and are motivated to move around the available space, making good choices in their

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role and responsibilities in keeping children safe. She is vigilant about the security and supervision of the children. She knows the signs that would cause her concern about a child's welfare and the processes to follow. The childminder understands what to do if there is an allegation made against herself or a member of her household. She knows how to identify and act on any concerns that children may be being exposed to extreme ideas and views. Regular fire drills are carried out to ensure children are aware of procedures in the event of an emergency.

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should:

6 February 2020 n give children more opportunities to play independently to support their imagination, self-expression, concentration, exploration and spontaneity.

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Setting details

Unique reference number EY550516 Local authority Norfolk Inspection number 10143466 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 6 Number of children on roll 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Kings Lynn, Norfolk. She operates during term time from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate qualification at level 6.

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Inspection activities

n The inspector had a walk around the childminder's home and discussed how the curriculum is organised. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector tracked the progress of one child present at the time of the inspection. n The inspector held several discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children and parents during the inspection.

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Inspection activities

6 February 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

6 February 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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