May, Rachel Elizabeth

Overall effectiveness Outstanding

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

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The provision is outstanding

Children flourish in this relaxed, welcoming and homely environment. They establish excellent relationships with the childminder and feel safe, secure and ready to learn. The childminder is an extremely positive role model and has high expectations for children's behaviour. Children are confident and independent learners and display high levels of emotional well-being during play.

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The provision is outstanding

Children benefit from the childminder's deep understanding of how children learn and develop. The quality of the learning experiences and opportunities available to the children is exceptional. The childminder plans a rich and varied selection of well-organised activities both inside and outdoors which captivate children's interests. Children have opportunities to challenge themselves, take risks and learn essential life skills to prepare them for their next stage in learning. For example, in the outdoor area, they build dens from willow tree branches and climb and explore tree stumps of differing sizes and heights. Children deeply engage and focus for extremely long periods. The experiences and needs of children are central to everything the childminder plans and organises. She takes every opportunity to skilfully follow their interests, incorporating and facilitating their next steps in learning.

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need to do better?

n Partnerships with parents are highly effective. Parents are extremely complimentary about the setting and the childminder. They make comments such as 'our children love to come' and describe the childminder as 'priceless', 'creative' and 'has a natural ability to nurture'. There is a consistent two-way flow of communication. The childminder shares children's learning with the parents through daily journals, photographs, observations, 'wow' moments and everyday discussions. n The childminder's outstanding teaching profoundly inspires children to remain interested, focused and involved in activities. The childminder skilfully supports children to develop their thinking skills. For example, she questions children about how they will 'mend the broken bridge', encouraging them to think for themselves. n Children make exceptional progress with their speech and language. The childminder provides a language-rich environment, with numerous opportunities

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need to do better?

to support children's speech and language and widen their vocabulary. For example, she introduces complex words such as 'obstruction' during play. Children regularly visit the local library to borrow story sacks, which helps to develop their literacy skills and creativity. n The childminder gets to know children and their families very well from the start. She has implemented a carefully considered settling-in process where she learns

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need to do better?

24 February 2020 about children's routines, interests, likes and dislikes before parents leave them in her care. The childminder uses this information highly effectively to plan for and enhance children's learning experiences, so they make excellent progress. n Children benefit from an extensive array of outdoor learning experiences to develop their knowledge and understanding of the world. For instance, children engage in gymnastics and trips to the dinosaur park and animal parks, where they learn about the various animals and their habitats. n Stringent hygiene routines underpin all the childminder's care practices. Children have an excellent understanding of why and how such routines are important. The childminder encourages children to lead healthy lifestyles and teaches them about the importance of a healthy diet. Children thoroughly enjoy a wide range of nutritious snacks and meals. n The childminder is committed to continually improving her setting. She regularly

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need to do better?

reflects on her practice, considering the views and interests of the children. The childminder frequently attends webinars to help develop her knowledge and skills, and reflects on her practice. She researches new ideas and adapts the environment to support and extend the learning opportunities further. For example, the childminder has designed a nature-based outdoor play space with trees, tree stumps, plants and open space for children to explore.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is highly experienced and fully understands her role and responsibilities in keeping children safe. Safeguarding policies are detailed and clear. Parents sign to show they have read and understood the expectations and procedures. The childminder is confident in her ability to identify any concerns about a child she may have and the processes to follow. She is vigilant in risk assessing activities, including those outdoors or off-site, and takes effective action to minimise hazards.

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Setting details

Unique reference number EY240793 Local authority Norfolk Inspection number 10113139 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 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 2 March 2016

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Information about this early years setting

The childminder registered in 2002 and lives in Colton, Norfolk. She operates all year round from 8am to 6pm on Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector and the childminder looked around the childminder's premises and discussed how the premises and curriculum are 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 reviewed the progress of children at the time of 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

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

24 February 2020 24 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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