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 enjoy the home-from-home environment the childminder creates and appear relaxed and happy. They build warm bonds, showing they feel safe in her care. Children find comfort in cuddles with the childminder when they wake up from a nap. Babies respond positively to her warm tone of voice and kind manner and include her in their games. For instance, they hold a calculator up to their ear and babble excitedly as if it is a telephone. They give it to the childminder and wait for her to speak into it too. Babies grin and laugh happily as she joins in and wait for their turn to use the pretend telephone.

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The provision is good

The childminder has high expectations of children. She has organised her home to enable them to independently select toys and access planned activities. The childminder provides encouragement and is an active participant in children's play. Babies explore a range of different sensory resources with confidence. They show delight as they examine squashy and crinkly soft toys, shake musical instruments and press 'popping bubble' silicone toys. They stretch a large rainbow spring and laugh as it pulls back when they let it go. Children demonstrate positive attitudes and are eager to learn.

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need to do better?

n The childminder has a good knowledge of the children in her care. She gathers information about their routines, interests and preferences. This information is used alongside her observations of children to help her plan activities that support their learning and development. n Parents appreciate the level of communication the childminder provides, particularly when children are settling in. They comment on the lovely, welcoming atmosphere that she provides and the variety of activities their children participate in. Parents talk about how well their children have settled and how happy they are when they arrive each day. n The childminder sets clear expectations for children's behaviour. She is a good role model and uses gentle reminders and prompts to encourage them to use resources carefully and behave kindly and respectfully towards others. Children develop good relationships with each other from a young age.

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need to do better?

n The childminder pays close attention to babies' facial expressions and gaze. This helps her to be responsive to their immediate interests. For instance, she recognises that babies want to use their feet to explore a messy play activity and takes off their socks to enable this. n Children develop their physical skills and strengthen the small muscles in their hands, as well as those used for walking and climbing. They confidently use ride-on toys, learn to kick balls and patiently use a pinching movement to pick up squishy spaghetti from a tray.

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need to do better?

4 August 2021 n The childminder promotes children's language well. She uses verbal and visual cues to help children make choices and communicate their wishes from an early age. For instance, she holds up a choice of yoghurt or cheese for babies. She clearly names each item and pays attention to any gestures or babbling as communication of their choices. n Children enjoy nutritious, balanced meals and snacks in a social atmosphere. The childminder uses these routine activities to support their understanding of good personal care, such as encouraging them to clean their hands. n Through reflection and self-evaluation, the childminder has identified areas of practice to improve further. While she keeps her mandatory training up to date, she is yet to access training or development opportunities to help her expand her understanding of how children learn and develop. n The childminder sensitively recognises the feelings of parents who are leaving

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need to do better?

their child at a setting for the first time. She uses electronic messaging and daily photographs to let parents know how children have settled that day and what they have been doing. However, the childminder does not always share specific information with parents about how they can extend learning at home, to create a collaborative approach to promoting children's progress and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's knowledge and understanding of safeguarding and of wider issues such as the 'Prevent' duty, is good. She knows the signs or changes that might indicate a child is at risk of harm. The childminder knows how to identify and refer concerns to the appropriate agencies and keeps robust records. She regularly refreshes her safeguarding training to help keep her knowledge current.

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should:

n focus on accessing opportunities for targeted professional development that helps to extend knowledge and refine practice n strengthen parent partnerships with collaborative working to promote children's learning and skills.

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Setting details

Unique reference number EY549945 Local authority Norfolk Inspection number 10174262 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Sprowston, Norfolk. She holds an appropriate early years qualification at level 3. The childminder operates from Monday to Friday, from 7.30am until 5.30pm, all year round. She 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 provider received since the COVID-19 (coronavirus) 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 observed the quality of interactions during activities indoors and assessed the impact this has on children's learning. n The childminder took the inspector on a learning walk through the premises to explain how the early years provision and curriculum is organised. 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 living on the premises. 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 spoken to during the inspection.

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Inspection activities

4 August 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

4 August 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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