Rawson, Lyndsey

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

p.1

The provision requires improvement

Children show they feel safe with the childminder. They sit on her lap for cuddles and for reassurance. Children regularly play outside, and they exercise in the fresh air. They go on daily walks with the childminder. Children are interested in the range of activities that the childminder prepares for them. However, children sometimes find it hard to focus on activities and engage in play. This is because they find it difficult to share resources. Disagreements over whose turn it is leads to children becoming upset or frustrated. At other times, when each child has their own resources to use, they explore and gain new knowledge. For instance, they mix colours together when they 'paint' bread with edible colours at snack time. Children use a paint brush to mix new colours and paint letters of their names.

p.2

The provision requires improvement

Children talk to the childminder about how many fruits and vegetables they should eat each day. They are learning to be independent and attempt to do things for themselves. Children learn about celebrations from around the world, such as Independence Day. They are well cared for by the childminder. However, the childminder does not consistently share important information about children's care and development with other settings they attend.

p.2

need to do better?

n The childminder sets up interesting activities for children to play with. For instance, she provides shells and stones for children to set up a 'rock pool' outside. However, the childminder does not always tailor activities to support each child's ability to share and to take turns. Some children become frustrated and lose motivation to play. This leads to the childminder spending time trying to sort out disagreements and resolve disputes, rather than getting involved in children's play. n The childminder has established links with the local pre-school. However, she does not share information about children's care and development with other settings that children attend. This means that children do not consistently benefit from continuity in their care and their education. n The childminder recognises that some children have not had as many opportunities to learn about nature during the COVID-19 (coronavirus)

p.2

need to do better?

pandemic. To address this, she obtained tadpoles to help children learn about life cycles. Children affectionately name the chicks they recently watched hatch and are looking after. n Children are learning to move themselves forwards and backwards on the swings. The childminder offers her help to children who need it, while encouraging them to have a go themselves. Children learn to prepare their own food, which supports their independence. n The childminder monitors children's learning. She completes the progress check

p.2

need to do better?

7 July 2021 for children between the ages of two and three years. The childminder discusses children's progress with parents. She signposts parents/carers to relevant health professionals. n The childminder demonstrates a professional attitude and is keen to continue to improve her service. She reflects realistically on her practice. The childminder undertakes training with the local council and the childcare associations. n Parents speak highly of the childminder. They appreciate her ongoing help and support, particularly through the COVID-19 pandemic. Parents say their children settle well with the childminder and look forward to their days with her. n The childminder talks about what she wants children to be able to do before starting school. She aims to help children learn through their everyday experiences, such as on their daily walks. Children are able to identify numbers, shapes and colours. n Children join in with the childminder when she sings rhymes. Some children sing

p.2

need to do better?

songs spontaneously by themselves. Children learn new words and talk with confidence. They choose books they are interested in. Children look at the pictures and point out what they can see. However, story times are sometimes interrupted when the childminder is needed to sort out disagreements. n In general, children, including those who receive funded education, are developing skills they need for their future learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has appropriate safeguarding policies in place. She knows signs and symptoms that may indicate that a child is at risk from harm. The childminder understands how to seek advice from or to make a referral to local authority social workers, if required. The childminder undertakes regular training to keep her knowledge up to date. She is aware of the risks posed by radicalisation. The childminder understands the action to take if she is concerned a family may be experiencing domestic violence.

p.3

should:

n improve support for children to take turns, to negotiate and to compromise, and help them to develop more positive attitudes to learning n share information with other settings that children attend, to provide continuity in children's care and education.

p.3

Setting details

Unique reference number EY561936 Local authority Norfolk Inspection number 10190966 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 18 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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 her evaluation of the provider. n The inspector discussed the success of activities with the childminder. The inspector observed children playing indoors and outside, and she talked to them about their interests. n The childminder told the inspector what she wants children to know and to do. n The inspector viewed areas of the home and of the garden used for childminding. She looked at relevant documents, such as suitability checks for adults living in the home. n The inspector looked at parents' written feedback to obtain their views.

p.4

Inspection activities

7 July 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.

p.4

Inspection activities

7 July 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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