Robinson, Suzanne

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 demonstrate that they feel safe and secure in the childminder's care. They settle quickly and separate from parents happily on arrival, eager to explore the activities on offer at this welcoming setting. Children have a positive attitude to learning and confidently select resources from the varied selection available. They find and transport toys to extend their play. Children find a toy mixer and take it to a table to play. They choose little boxes to collect and carry small items, such as balls and pom-poms. Children begin to make connections in their learning, which they use in their play. For example, children spontaneously match coloured cars to the corresponding coloured ramps. They find material to use as a table cloth as they lay a table for their dolls and recreate familiar activities they have experienced at home.

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The provision is good

The childminder has high expectations for children and speaks with pride about their growth and achievements. Children focus on activities well for their age. They concentrate as they delicately pick up small pom-poms and post them into bottles and small jars. Children carefully thread string through holes in card shapes and gently unthread the string after.

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need to do better?

n The childminder supports children's understanding of routine well. She reminds children about upcoming activities, such as snack, which helps them to feel prepared and finish what they are doing. The childminder is a good role model. She demonstrates how to wash hands thoroughly, encourages children to try new foods and uses good manners consistently. n The childminder knows children well. She uses her knowledge of their interests and current stage of learning to plan engaging activities, which capture children's attention. Children often arrive and head straight to the activity she has planned specifically for them. n Parents appreciate the childminder's nurturing manner and report how much their children enjoy attending. They comment on the good behaviours their children have developed, such as treating animals gently, and how well the childminder knows them. n The childminder has made significant changes to her provision since registration,

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need to do better?

including an extension of her playroom and development of the outside area. This has had a positive impact on children and widened the range of resources and experiences available to them. n The childminder proactively updates her required training to ensure her knowledge and skills remain up to date. She also accesses additional development opportunities to support her understanding and support for children, such as a recent qualification in children's mental health.

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need to do better?

6 August 2021 n Children enjoy experimenting with water. They test out a range of cups and funnels as they try to fill a chute to turn a water wheel. Children quickly work out which containers hold the most water without leaking and then try out ways of filling two containers at once. They successfully fill the chute and smile with satisfaction as the wheel spins quickly. n The childminder builds caring relationships with children. She interacts with them in a warm, gentle manner and provides plenty of encouragement and praise. Children respond positively and from a young age find ways to involve her in their play. For example, toddlers pass her pebbles and chat happily to her as they play in the sand and water tray, patting down sand to create a beach. n At times, the childminder intervenes and completes tasks for children before they have finished attempting it themselves or she waits too long to provide

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need to do better?

appropriate support. As a result, children sometimes lose interest. n The childminder builds good relationships with parents. She regularly shares information about the activities children have taken part in and details about their daily routines, such as what they have eaten and their progress in potty training. However, parents are not always aware of children's next steps in their learning and how the childminder focuses learning and support to help achieve them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder know the signs that may indicate a child is at risk of harm or abuse. She understands how to identify and report concerns to the appropriate agencies. The childminder regularly attends child protection training to refresh her safeguarding knowledge. She also accesses additional training to build her understanding of wider safeguarding issues, such as the 'Prevent' duty.

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should:

n review and revise the approach to intervention to promote children's independence and problem-solving skills n strengthen partnership working with parents to provide more information on what children are learning and how parents can extend this at home.

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Setting details

Unique reference number EY555543 Local authority Norfolk Inspection number 10174849 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Costessey. She holds an hold appropriate early years qualification at level 3. The childminder opens Monday to Thursday, from 7.30am until 5.30pm and Friday from 7.30am to 1.15pm, 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 setting received since the COVID-19 (coronavirus) pandemic began. 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 inspector observed the quality of interactions during activities indoors and outdoors and assessed the impact this has on children's learning. n The childminder took the inspector on a learning walk across all areas of 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 and

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Inspection activities

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

6 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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