Nicola Claire Jones

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

p.1

The provision is good

Children are confident and happy learners. They have formed strong attachments with the childminder and her co-childminder, who are very attentive towards their needs. Children display a positive attitude to learning and enjoy the activities that are on offer. They are well behaved and play cooperatively with their friends. Older children are loving and gentle towards babies. They help them with activities and show kindness to one another. Children have developed a love for books. They sit alongside the childminder and their friends and carefully turn the pages as they read. Children talk eagerly about what they see in the books and use a detailed and wide vocabulary.

p.2

The provision is good

Children follow instructions well and tidy up after activities. The childminder plays alongside the children and consistently praises them for their accomplishments and efforts. This helps children have pride in their play and learning. Children enjoy a variety of activities to help develop their creativity and imagination. For example, children make monsters out of the building blocks and excitedly discuss what superpowers they have with the childminder. Children are good communicators and develop their social skills, independence and self-confidence. This helps to prepare them for their next stage of their learning and supports their transitions to school.

p.2

need to do better?

n The childminder has a clear aim for what for she intends children to learn and achieve. She plans stimulating and engaging activities. For instance, the children enjoy building with construction toys. The childminder encourages children to build on their communication and language skills by discussing what they have made. Children learn how to share with their friends, identify colours and count how many pieces they have. n The childminder supports children in becoming independent. She encourages them to put on their shoes and coats and help themselves to water throughout the day. Children enjoy helping the childminder to carry out tasks. For example, they help to tidy the toys away and get the tables and chairs ready for lunch. This supports their understanding of routines and helps prepare them in readiness for school. n Children, including those with special educational needs and/or disabilities, are

p.2

need to do better?

supported well and make good progress. The childminder works closely with parents and other professionals to ensure children's needs are being met. n The childminder has developed strong parent partnerships. Parents comment that she has built close relationships with their children, and that their children are happy and settled in her care. Parents feel well informed about what their children are learning. They know that they are making good progress, especially in their speech and language development.

p.2

need to do better?

21 March 2022 n Children develop an understanding of how to lead a healthy lifestyle. They know the importance of eating healthily, having good oral health and following effective hygiene procedures. Children can blow their own noses and know to wash their hands afterwards. They regularly go outside in the garden or on walks and they learn how to look after their teeth. n The childminder observes children as they play and uses her assessments to support and monitor their ongoing progress. She tailors learning to support all children's individual needs and ensure they achieve the best possible outcome. For example, she identifies any gaps in children's learning effectively and can quickly plan next steps to reduce these. The childminder encourages children to explore, develop and investigate their own ideas and uses their interests to plan the learning environment. Children are engaged and enjoy the activities

p.2

need to do better?

provided. However, at times, these are not challenging enough for older children who attend. For example, on occasions, children lose concentration quickly and there are not enough activities readily available to keep them engaged for longer periods. n The childminder is reflective in her practice. She evaluates her strengths and weaknesses and continually strives to improve her setting and the care that she offers. The childminder has completed mandatory training, such as paediatric first aid and safeguarding. However, she has not focused on her professional development to help her raise the quality of education to a higher level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is committed to keeping all children safe in her care. She understands how to protect children from harm and to refer any concerns to the appropriate safeguarding agency. The childminder can identify potential signs of abuse, including recognising those children who may be at risk of radicalisation. She knows the procedure she should follow if an allegation is made against herself, her co-childminder or a member of her family. The childminder maintains necessary and effective records and documentation about accidents or incidents. She also completes effective risk assessments of her environment to keep children safe.

p.3

should:

n develop skills to be able to provide further challenge for children, particularly for older and most-able children, while building on what they already know and can do n explore further opportunities to enhance professional development so that the quality of teaching is raised to an even higher level.

p.3

Setting details

Unique reference number EY557439 Local authority Norfolk Inspection number 10190276 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 20 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Long Stratton, Norfolk. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with a co-childminder.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in their evaluation of the setting. n The childminder showed the inspector the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this has on children's learning. n The inspector looked at relevant documentation. n Children spoke to the inspector about what they enjoy doing when they are with the childminder. n The inspector observed interactions between the childminder and the children and assessed the impact these have on children's learning. The inspector and the childminder reflected on a learning experience for the children.

p.5

Inspection activities

n The inspector spoke to sample of parents and took account of their views.

p.5

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.

p.5

Inspection activities

21 March 2022 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6