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 enjoy playing in the thoughtfully designed spaces that the childminder arranges according to their individual needs. For example, she uses low-level furniture and sturdy toys, such as a wooden playhouse, to encourage babies to pull themselves up, stand and cruise, ready for taking their first steps. She places interesting toys on shelves. Children develop ambition as they explore. Babies quickly become confident at walking.

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The provision is good

Young children follow their own interests and share their play together. They learn to be tolerant of each other's behaviour. The childminder gently guides children to understand what it is that other children may be thinking about and interested in. Children spontaneously say that they feel happy when they are with the childminder.

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The provision is good

Children enjoy singing songs and nursery rhymes. They freely burst into song as they play. Children freely access books, sing songs and explore musical instruments. Children all select their own choice of books with various textured pictures in them. The childminder encourages them to find items that she names on the pages. This develops their vocabulary. It also helps to develop children's concentration and attention to detail. Children enjoy outings to playgroups. They learn how to get along with others as part of a larger group.

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need to do better?

n The childminder is alongside children and enhances their enjoyment as they play. She notices what children like doing and supports them to explore their individual interests. Children become engrossed in their play. Some of the childminder's teaching is targeted to support them with their development in very specific ways. For example, the childminder understands how supporting children to make large arm movements will in turn support their emerging writing skills. She provides activities to support this. n The childminder engages effectively with parents. She shares her regular assessments of children's development with parents using diaries and sends them photographs of their children playing and learning. Parents are extremely complimentary about the childminder. They appreciate the amount of information they receive and the childminder's professional and thoughtful approach to supporting their children.

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need to do better?

n The childminder seeks out various professional development opportunities. She reflects on her learning and identifies how she can use her new knowledge to improve her practice. As a result, the childminder's knowledge of how children learn is continuously developing and her provision improves over time. However, the childminder does not always target her training to ensure that her teaching

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need to do better?

2 March 2020 is highly responsive to children's emerging individual needs. n Children have good opportunities to develop their speech and language. For example, the childminder models good use of language. She listens to and speaks with children throughout their activities. However, the childminder's knowledge of how to provide the highest levels of support to children who speak English as an additional language or those with speech delays is not yet well developed. n Children have daily opportunities for fresh air and exercise. They regularly go out in the local community. The childminder takes them to parks and uses her own garden to promote the development of their fitness and physical skills, such as climbing, balancing and digging. n The childminder helps younger children to learn to count, such as through the repetition of counting up to three objects. Children count as they use wooden bangles during their play. Children have regular access to items such as pens

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need to do better?

and paper. Older children confidently draw pictures that are meaningful to them. However, the childminder does not routinely give younger children frequent opportunities to explore sensory experiences such as using paint or sand. n The childminder follows good health and hygiene routines. This helps to prevent the spread of infection. For example, children use individual hand towels. However, the childminder does not always develop children's sense of responsibility and ability to self-care to the highest levels. For example, she does not routinely support children to wipe their own noses or tidy up after themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes training that helps her to understand the possible signs of abuse and/or neglect. She identifies how to support children by working together with other agencies to safeguard them. The childminder understands issues relating to the suitability of those who work with children. She recognises her responsibility to take action to notify relevant agencies if there are any concerns about the ongoing suitability of herself, a household member or another person working with children.

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should:

n provide more opportunities for young children to explore sensory play n focus plans for professional development to support the emerging needs of children more swiftly n provide more opportunities for children to practise their self-care skills and take responsibility for carrying out simple tasks, to increase their independence.

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Setting details

Unique reference number EY479305 Local authority Norfolk Inspection number 10076146 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 12 April 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Norwich, Norfolk. She operates all year round from 8am to 6pm on Mondays, Tuesdays, Thursdays and Fridays, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language.

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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 had on children's learning and development. n The inspector discussed the learning opportunities the childminder offers children and the reasons for these. n The inspector looked at evidence of the suitability of household members. The childminder's first-aid certificate was viewed. n The inspector held discussions with the childminder. The inspector and the childminder carried out a joint observation of an activity chosen by children. n The inspector reviewed written feedback from parents and considered their views about the setting. n The inspector spoke with children at appropriate times during the inspection.

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Inspection activities

2 March 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

2 March 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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