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 Good

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The provision is good

Children are happy, settled and eager to learn. They enjoy their time with the childminder, who provides a relaxed, enjoyable and homely environment. Children feel safe and form secure attachments with the childminder. The well-organised environment supports the needs and interests of children of various ages. They enjoy selecting toys and explore the setting with confidence and curiosity.

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The provision is good

Children receive excellent emotional support from the childminder's attentive and nurturing qualities. She is highly responsive to their individual needs. For instance, children who have just started are supported with warm cuddles and reassurance to help them feel settled. The childminder has generally high expectations for what children can achieve. She ensures she gathers detailed information about the children and their home lives to focus her support for them.

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The provision is good

Children benefit from opportunities to be physically active. For example, they attend events at the library and enjoy dancing to rhymes. They have access to a range of indoor and outdoor play equipment, including tricycles, walkers, tyres, climbing frames and ball games to test their balance and coordination. Babies balance themselves on furniture and are growing in confidence to help them to take their first steps.

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need to do better?

n The childminder observes children to assess their development, and incorporates their interests and next steps into planned activities. Children develop well in the thoughtfully planned and stimulating environment, which supports their learning. Children are motivated to learn and engage in activities for long periods of time. n The childminder understands and attends to children's care needs effectively and sensitively, which fosters their security and emotional well-being. For example, the childminder cuddles babies when they feel tired, hungry or have woken from a nap, promoting eye contact and reassurance. Younger children happily explore their environment and are reassured that the childminder is nearby. The childminder interacts well with children. She is affectionate and gentle in her approach. n Parents speak positively about the childminder. They write positive comments about the good-quality care and education she provides. The childminder keeps

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need to do better?

them informed of their children's progress through a range of ways, including electronic journals, messaging services, reports and verbal feedback. This two- way communication is key to a successful early years experience for children. n The childminder provides a wide range of easily accessible resources to support children's learning across all areas of the curriculum. She plays with children and follows their interest well, encouraging them to explore happily. Activities reflect

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need to do better?

20 February 2020 children's interests and individual needs. Children are becoming confident and independent learners. n Young children and babies have plenty of opportunities for sensory exploration and investigation in the learning environment. For example, babies explore different textures and know that toys make sounds when pushing buttons. However, on occasions, the childminder does not make use of play opportunities to further extend language, vocabulary and understanding with the younger children. n Partnerships with other professionals are strong. The childminder meets regularly with other childminders in the area to share ideas. The childminder attends regular network meetings to ensure that her knowledge is up to date. n The childminder has a robust settling-in procedure. The childminder works closely with parents to identify children's initial starting points, capabilities and care needs. The childminder encourages parents to bring their children for

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need to do better?

settling-in visits before they start. This supports children's sense of belonging. n The childminder builds on children's understanding of the wider world. For example, she takes them on outings to various places within the community, either by car or on foot. They visit the local library and attend toddler groups, which helps to develop their confidence and social skills. Furthermore, children delight in nature walks, which supports their awareness of the natural world. This builds on children's good health and broader learning opportunities across all areas of the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a safe and secure environment for children to play and learn. The childminder has a clear understanding of her role and responsibilities to keep children safe. She completes regular training, including training around broader safeguarding issues, such as radicalisation and extremist views and behaviours. The childminder knows how to identify and report any child protection concerns to ensure children's welfare is maintained. She completes and monitors thorough risk assessments to include all areas of practice, including trips and outings.

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should:

n make better use of opportunities during children's play and routines to support and extend their vocabulary to enhance their language and communication skills.

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Setting details

Unique reference number EY332026 Local authority Norfolk Inspection number 10064999 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 10 Total number of places 6 Number of children on roll 12 Date of previous inspection 29 October 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Downham Market, Norfolk. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 during the inspection.

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Inspection activities

20 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

20 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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