Nicole Andrina Booth

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 happy and settled in the care of this friendly and welcoming childminder. They establish secure emotional bonds with the childminder, who actively supports them to feel safe and secure. Children readily go to her for cuddles and confidently seek her out to share their play experiences. They have a positive attitude to learning and choose readily from the varied range of toys and resources. The childminder stores these so that children can access them independently. Children play imaginatively. For example, they use chiffon scarves and put them on their heads, pretending that they are spiders' webs. Children laugh as they 'save' each other from the spiders. They are building good friendships with their peers and are kind to each other.

p.2

The provision is good

Children respond positively to the childminder's high expectations. They learn to listen and respond promptly to requests and instructions. Children develop good speech and language skills. They enjoy exploring musical instruments and readily follow instructions to play loudly, quietly, start and stop. The childminder is actively engaged in the children's play and sits on the floor with them, so she is at their height. Children are encouraged to listen to the sounds they are making with the instruments. Children make good progress across all areas of learning.

p.2

need to do better?

n The childminder knows the children well. She provides an interesting and stimulating range of activities that motivate children and inspire their natural instincts to discover and explore. The childminder responds well to the children's interests and builds on what they already know. For instance, when children recently showed an interest in tractors, she responded by creating a tractor from a large cardboard box. She was led by the children when they chose to use it as an ice-cream van. n The childminder responds well to the short concentration span of babies and young children, readily changing activities. For example, when children tire of the musical instruments, the childminder suggests that they have a snack and then have the 'treasure baskets' out. She ensures that all children can participate in activities at their own level. They are included well in all activities and routines of the day.

p.2

need to do better?

n The childminder supports children's communication and language skills. She encourages older children in conversation, although does not always give them enough time to think and respond to questions. The childminder responds well to the babbles and gestures of babies. She knows about children's home lives and talks to them about their families, significantly enhancing their sense of belonging. n Children behave exceptionally well and learn to have regard for each other's

p.2

need to do better?

28 April 2022 needs and feelings. They develop good manners and learn to negotiate the use of toys and resources. The childminder is a good role model. She is calm, gentle and treats children with genuine, positive regard. The childminder builds children's self-esteem effectively, giving meaningful praise for good behaviour and individual efforts. Children are developing the key skills needed to be ready for school. n The childminder supports children's developing independence well. Children are supported in self-care skills, relevant to their age and stage of development. The childminder encourages children to manage their own clothing, clean their hands before eating and feed themselves. n The childminder builds effective partnerships with staff at other settings that children attend. She has established a successful two-way flow of information that helps ensure children's individual needs are met. n The childminder builds strong partnerships with parents. She keeps them

p.2

need to do better?

informed about their children's day. Written testimonials from parents demonstrate the high regard they have for her. For example, parents unanimously state that they 'feel lucky' to have found the childminder and are extremely grateful for the support and advice she gives them, helping them to be confident parents. n The childminder reflects on the service that she provides. She is aware of her strengths and has plans in place to manage and address the areas for development that she has identified. The childminder completes relevant training courses to further her own professional development and uses what she has learned to the benefit of the children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is committed to protecting the welfare of children. She has a good awareness of the indicators of abuse and knows how to report concerns. The childminder maintains training in safeguarding, to ensure that she is up to date with local procedures. She has also completed training in wider safeguarding issues, including the 'Prevent' duty. She understands the importance of recognising and supporting children and families who may be vulnerable and at risk of harm from extreme behaviours and views.

p.3

should:

n give children more time to think and respond to questions.

p.3

Setting details

Unique reference number EY552080 Local authority Norfolk Inspection number 10175187 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 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Downham Market. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding to provide free early education for two-, three- and four-year-old children.

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 their evaluation of the provider. n The inspector and the childminder held a discussion to understand how the early years curriculum is organised. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector spoke with the childminder at appropriate times throughout the inspection. She observed an activity and jointly evaluated this with the childminder. n The inspector checked evidence of the suitability of all household members and qualifications of the childminder. n Children played with the inspector during the inspection. n Parents shared their views of the setting with the inspector through written testimonials.

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.

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Inspection activities

28 April 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.

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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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