Webb, Pauline

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 show they are very settled, content and happy in the childminder's care. They enjoy their time playing with the childminder and their friends after spending more time at home during the COVID-19 (coronavirus) pandemic. Children are confident, curious and very kind to each other. They are keen to play games where they recognise numbers, colours and take turns. Pre-school children are highly considerate of the needs of younger children. They kindly involve their younger friends in games. Children attentively listen to stories, offering their ideas and contributions. They respond well to the childminder's skilful teaching, where she helps children to recall and remember past experiences.

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The provision is good

Children make decisions about what they want to do. They spontaneously sing number rhymes as they play. Children have great fun playing in a tray of rainbow- coloured rice. They pour, scoop and sprinkle the rice, likening it to the noise that hail makes. Two-year-old children move their legs up and down in the rice, laughing and giggling as they create marks and patterns. Children have many opportunities to play outside. They talk about how much they enjoy playing with a climbing frame that the childminder builds with them inside, during the winter months. They learn how to manage risk, for example only climbing up high when the childminder is close by.

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need to do better?

n The childminder has carefully considered what she wants children to learn and why. She skilfully notices what each child can do and uses this to identify what they need to learn next. When children start to point out numbers in the world around them, the childminder extends their knowledge by helping them learn the value of what each numeral stands for. Children benefit from the childminder's playful interactions. She introduces them to new words and ideas as they play. n Children are quickly growing in confidence. They beam with pride as the childminder reminds them of pictures they recently drew which are displayed on the wall. The childminder believes it is important for each child to create their own sense of identity. Children respond very well to this and are becoming independent learners. n Parents are delighted with the progress their children are making. They say that the childminder has children's best interests at heart and is a 'credit to the

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need to do better?

childminding community'. n Children snuggle up with the childminder to listen to a story. They talk about what is happening in the book and link stories to their own experiences. The childminder has identified that the children in her care enjoy stories they can interact with. She makes sure these are available for them to choose freely. The

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need to do better?

24 May 2021 childminder understands that children learn by re-reading favourite books. She provides children with opportunities to make up for those that were lost due to the COVID-19 pandemic. For example, children, including those who the childminder receives additional funding for, socialise and learn to play together. Older children are well prepared for school. n The childminder is highly organised. She runs her setting very efficiently and ensures that required policies are in place. The childminder keeps up to date with changes to early years practice. She researches different teaching approaches and decides how she can use these in her setting. The childminder reflects on her own practice to decide where she can make changes to benefit children and families. She works well in partnership with children's parents and the local school, to support children to continue their learning. n Children enjoy looking in the mirror at their faces while the childminder

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need to do better?

describes different emotions. She manages children's behaviour very well. The childminder calmly reminds them of the rules of the setting and helps them to follow these, explaining how others may feel. Children are respectful of the childminder and each other, regularly playing and laughing together. n The childminder identifies that children need help to learn to concentrate on activities for longer periods. However, she sometimes interrupts children's play, such as presenting them with new toys, when they are already engrossed in an activity. This means that children are sometimes not focusing on activities and seeing them through to a natural end.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a secure knowledge of her role in keeping children safe from harm. She attends relevant training and keeps her knowledge up to date. The childminder has considered a range of wider safeguarding issues, such as gender-based violence and radicalisation. She speaks confidently about the action she would take to protect children in her care. The childminder works closely with families to offer vital help and support. She understands how to report concerns about children's welfare to the local safeguarding partnership, if required.

p.3

should:

n explore and develop ways of helping children to concentrate on activities for longer periods, to give them more opportunities to embed knowledge and continue to practise skills.

p.3

Setting details

Unique reference number EY559814 Local authority Norfolk Inspection number 10190334 Type of provision Childminder

p.4

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 Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Wymondham, Norfolk. She operates all year round from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the childminder interact with the children. The childminder explained to the inspector what she wants children to know and be able to do. n The childminder and the inspector discussed the success of activities. n The inspector viewed the areas of the home used for childminding. She looked at relevant documentation, including suitability checks for adults living in the home, the safeguarding policy and the childminder's qualifications. n The inspector obtained parents' views through written feedback.

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Inspection activities

24 May 2021 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 May 2021 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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