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 Not applicable

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The provision is good

Children form secure bonds with the childminder and show that they feel safe and relaxed in her care. They seek her out for reassurance and play. For instance, young children give the childminder knitted toy animals as a prompt for her to sing songs. They giggle as she makes the toy mouse run up their tummies while singing 'Hickory Dickory Dock'. The childminder is sensitive to children's needs and appreciates their unique personalities and changing moods. She pays close attention to young children's facial expressions and gestures to understand their feelings and responses to different experiences.

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The provision is good

Children develop independence and autonomy from an early age. They make good use of the well-resourced and thoughtfully organised room as they select resources and access storage containers freely. For example, children find and take out a box full of musical instruments. They happily shake maracas, tap xylophones and make sounds with a small digeridoo. Children also display a strong interest in books. They carefully choose books from the shelf and take them to the childminder to read. Children enjoy snuggling up to her to listen to a story and often select another book immediately after.

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need to do better?

n The childminder is highly organised and professional. She regularly evaluates her practice and accesses further qualifications to build her knowledge. The childminder seeks feedback from parents and gathers ideas from professional forums. She uses this information alongside ideas from training to make improvements. For example, she has reviewed her settling-in process for children and made changes, including gathering parents' feedback on their experiences. This has helped children to settle swiftly and established two-way sharing of information between the childminder and parents. n The childminder regularly reviews children's progress and shares the information with parents. She uses her observations and knowledge of children's development to tailor activities to their interests and extend their learning. For example, she builds on children's interest in peg boards to introduce the names of colours and encourage social skills. Children enjoy identifying matching pegs,

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need to do better?

finding particular colours and passing pegs to their friends. n Parents appreciate the childminder's level of communication and how well she works with them to promote children's learning and well-being. They note how their children enjoy attending and praise the wonderful progress children have made in her care. n The childminder is a good role model for children's communication and language skills. She uses commentary, stories and rhymes effectively to provide children with a language-rich environment appropriate to their stage of development.

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need to do better?

21 June 2021 Children delight in songs and rhymes. They enthusiastically respond to a song about bunnies, hopping up and down together. n The childminder provides gentle reminders and explanations to influence children's behaviour. She gives children specific praise which recognises their efforts and notices when a task is tricky. For instance, children smile as the childminder praises their sensible sitting during snack time, their careful handling of equipment and kind actions towards their friends. n The childminder provides nutritious snacks and meals. She encourages children to explore a variety of tastes and textures. Children are encouraged to develop healthy habits and self-care skills. For instance, the childminder supports children to wash their hands before eating and makes sure their water bottles are always available. n Children exhibit a good level of concentration for their age. They delight in

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need to do better?

playing a pom-pom posting game and persist at the activity for a sustained period of time. Children select pom-poms of different textures and colours, then delicately push them through holes of different sizes and matching colours in a large box. n Children enjoy walks and visits to the park. They also have opportunities to play in the garden and show an interest in the natural world, such as the birds on nearby rooftops. However, the childminder has not expanded the range of outdoor experiences and resources to fully support and challenge those children who learn best outdoors.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs that may indicate a child is at risk of harm. She knows how to identify and report concerns. The childminder has developed robust systems to ensure she maintains her training and keeps her knowledge up to date. She has a thorough understanding of wider safeguarding issues, particularly the 'Prevent' duty and British values, and her responsibilities in relation to these.

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should:

n enhance the outdoor provision to promote children's curiosity, exploration and deep engagement in learning.

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Setting details

Unique reference number EY550609 Local authority Norfolk Inspection number 10130768 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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Blofield, Norfolk. She operates Monday to Friday, from 7.30am to 5pm, during term time only. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 (coronavirus) pandemic. The inspector discussed the impact of the pandemic with the setting and has taken that into account in her evaluation of the setting. n The childminder took the inspector on a 'learning walk' through the areas of her home accessed by children and explained how the early years provision and curriculum are organised. n The inspector observed the quality of interactions during activities indoors and assessed the impact this has on children's learning. n The childminder completed a joint evaluation of an activity with the inspector. n The inspector spoke to children at appropriate times during the inspection. She also took account of the views of parents through written feedback provided. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and reviewed evidence of the suitability of all persons

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Inspection activities

21 June 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

21 June 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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