Childminder EY363127

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children have a delightful time as they play together in the well-resourced garden and in the spacious indoor areas. They all make secure progress in their learning. Children's personal, social and emotional development is particularly well developed. They have very positive approaches to their learning. This is due to the excellent support that they receive from the childminder.

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The provision is good

Children have lots of freedom to explore activities that interest them. They confidently select from the invitingly presented toys and equipment. Children move happily between playing together in small groups to individually or alongside the childminder. Even young children join in with the play of their peers. For example, they develop their imaginations as they pretend that the playhouse is a café. Children attempt to write in a notebook to create an 'order,' and list the ingredients they would like on their imaginary pizza.

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The provision is good

The excellent behaviour that children show demonstrates that they feel safe and valued. They thrive in the extremely kind and affectionate care provided by the childminder. This helps children to develop secure attachments to her. Children use their feelings of safety as a sound base from which they confidently explore many new learning opportunities.

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need to do better?

n The qualified childminder is dedicated to giving children the best possible start in life. Parents recognise that children are always her priority. They are extremely complimentary about the value that the childminder brings to children's lives. n Since the last inspection, the childminder has continued to develop professionally. She recognises how children's levels of involvement demonstrates that she is providing quality activities and teaching. The childminder has enhanced her skills in giving children responsibility for their own learning. This is shown in children's responsible behaviour. For example, when children sharpen their pencils, they promptly decide to tidy up after themselves. They follow their own ideas and fetch a bowl that they think is fit for the job. n Children with special educational needs and/or disabilities (SEND) make excellent strides in their development. The childminder attends healthcare

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need to do better?

meetings with children and parents. She uses her excellent understanding of children's unique needs to provide expert support. The childminder regularly helps children to practise the exercises they are set to achieve their highly individualised next steps. She sensitively explains each child's needs to other children. Consequently, children learn to value and respect the individual needs of their friends as they play together. n The childminder expertly teaches children new songs and reads them stories.

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need to do better?

11 February 2020 This promotes their understanding of language to develop. The childminder's teaching is highly engaging. For example, she challenges children to 'get their turtles ready' for a familiar song. She demonstrates by placing her hands in a linked position and wiggles her thumbs. The childminder playfully asks children, 'have you got the flippers out?' n Children learn deeply about many topics as they follow themes relating to their emerging interests. For example, they learn about the changing weather. They experience it first hand through their outdoor play. Children's understanding develops through a variety of further activities that the childminder plans. n The childminder expertly threads most aspects of what children need to learn through their everyday play-based experiences. She breaks down many aspects of the curriculum into the sequential steps that children need to make strong progress.

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need to do better?

n Children develop a strong understanding of their local environment. They enjoy trips to beaches, windmills and other local facilities, where they learn to appreciate the awe and wonder of the world around them. Children also have regular opportunities to develop their social skills as they play as part of larger groups. However, the childminder does not fully support children to learn about our diverse society. As a result, children do not yet have a rich set of experiences to help them to learn about people and communities beyond their own.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a strong knowledge of how to keep children safe from harm. She gives children clear messages about how to keep themselves and others safe. The childminder has clear policies and procedures in place to safeguard children. She regularly updates her training to ensure that she maintains and improves on her knowledge of how to recognise and respond to the possible indicators of abuse and/or neglect. The childminder also regularly reviews her policies and procedures to ensure that they reflect current practice.

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should:

n enhance the opportunities for children to deepen their understanding of a wider range of people, families and communities beyond those that they may experience in their own immediate lives.

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Setting details

Unique reference number EY363127 Local authority Norfolk Inspection number 10113168 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 to 9 Total number of places 6 Number of children on roll 16 Date of previous inspection 7 July 2015

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Information about this early years setting

The childminder registered in 2007 and lives on the outskirts of Kings Lynn, Norfolk. She operates all year round from 7.30am to 6pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder supports children with SEND.

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Inspection activities

n The inspector observed the quality of interactions between the childminder and children, and evaluated the impact that these have on children's learning and development. n The inspector discussed the activities and teaching the childminder offers for children and how she decides on what to offer them. n The inspector looked at evidence of the suitability of household members and viewed first-aid training certificates. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and the childminder carried out a joint observation of a planned activity. n The inspector read a selection of letters from parents and considered their views about the childminder's provision.

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Inspection activities

11 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

11 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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