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 Requires improvement

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The provision is good

The childminder follows a specific educational approach with the children. She is in receipt of an exemption from some of the learning and development requirements, including those for reading and writing. Children do have access to books if they wish to look at them. These are carefully chosen by the childminder for the visual appearance of the illustrations. Children enjoy looking at them. Likewise, children independently explore making marks and shading with block crayons.

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The provision is good

Children develop close emotional bonds with the childminder and come into the setting readily. The childminder provides a calm and peaceful environment where children are happy, settled and follow consistent routines each day. They know what happens next at any point in the day. Children enjoy creative free-play, where they play independently of adults. They readily lead their own play and learning, talking together as they play and taking turns in conversation. Children are encouraged to take responsibility for the resources in the setting, show respect for them and tidy them away at the end of the session. During structured activities, children listen carefully. The childminder repeats activities daily, over a three-week period, helping children to absorb her teaching. Overall, children develop the skills needed for the next steps in their learning.

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need to do better?

n The childminder has taken steps to improve her practice. Since her last inspection, she has reviewed how she assesses children's learning. The childminder talks confidently about the progress children in the early years age range have made since they have been with her. n The childminder has put in place supervision arrangements for assistants. Although she is not currently using an assistant, she understands the benefits of formal discussions to promote a culture of mutual support and coaching. It is the childminder's intention that she will use assistants again in the future. n The childminder works closely with the children. She recognises when they need support to play and learn, and gently invites them to join her in what she is doing. For example, the childminder sits chopping apples to put in an apple crumble that she is making for snack time. She recognises that some children are not actively engaged in their play and invites them to sit with her and help

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need to do better?

her. n The childminder helps children to be aware of the need for good hygiene. They know to wash their hands before helping to chop the apples. Children are helped to manage their own toileting needs. n Children are supported to learn about and appreciate the natural world. For example, they learn the sequence from planting a seed, to it becoming grain that is harvested, milled and used to make bread. The childminder extends this

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need to do better?

16 September 2021 through stories. Children listen carefully as she tells them the story of 'The Little Red Hen'. n The childminder uses social occasions, such as sitting together to eat, as opportunities to talk with the children. Children take turns in conversation and are encouraged to listen to each other. n The childminder does not always pay sufficient attention to using the correct pronunciation of words to help support children's developing vocabulary and speaking skills. For example, she occasionally uses 'baby words', such as 'horsey' and 'birdie', when naming animals. n Overall, children behave well. Any unwanted behaviour is managed sensitively by the childminder. She helps children to understand right from wrong and play harmoniously together. n The childminder does not always explain well enough to children that some actions could be dangerous. For example, although children use knives in a safe

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need to do better?

and appropriate way, when they go to walk around the table carrying the knife, the childminder tells them to put it down. She does not explain why, to build on children's understanding of how to keep themselves and others safe. n Children particularly enjoy outdoor play. They confidently use planks of wood, tree stumps and wooden crates to create assault courses. Children collect fallen autumn leaves in a wheeled trolley and show them to their friends. n The childminder has good partnerships with parents. She talks to parents about the Waldorf Steiner philosophy and their children's individual care needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to protect the welfare of the children in her care. She has a good awareness of the indicators of abuse and the importance of being alert to issues or concerns in a child's home life. The childminder knows about wider safeguarding issues, such as her responsibility to identify any children who may be at risk of harm from extreme behaviours or views. She has recorded the necessary contact details for the local authority safeguarding partnership in her policy, so that she can report concerns in a timely way.

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should:

n pronounce words correctly as part of helping children to develop their vocabulary n help children to understand the importance of the need for safe practices when using toys and resources.

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Setting details

Unique reference number EY543005 Local authority Norfolk Inspection number 10124678 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 6 Date of previous inspection 10 September 2019

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Information about this early years setting

The childminder registered in 2017 and lives in a village close to Aylsham, Norfolk. She operates from 9am to 3pm Tuesday to Thursday during school term time. The childminder works within the principles and practices of Steiner Waldorf education. She provides funded early education for 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 provider and has taken that into account in her evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures it is safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning and development. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector looked at a sample of key documentation.

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Inspection activities

16 September 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

16 September 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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