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 Good

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The provision is good

Children enjoy their time with the childminder, who also works with an assistant each day. Children participate in a broad range of experiences in the purpose- provided playroom and in the outdoor area. All children can help themselves to toys that capture their interests. They are learning to be independent. They know to put the toys back into boxes which are labelled with photos as well as text, for easy recognition. Children listen to favourite stories and anticipate what happens next. They know the words to familiar songs. They move their bodies to the associated actions as they hop like rabbits before waking up the childminder, who is pretending to be asleep. Children respond well to the childminder's instructions as they put their boots on before going outside.

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The provision is good

When outside, the children can run freely. They learn to take risks as they swing on a tree branch within their 'secret' den. They have lots of opportunities to learn about living things. Children grow their own flowers and vegetables in the polytunnel and help to care for the resident chickens and ducks. They know to be very gentle when feeding the family tortoise. Children understand the expectations for behaviour and learn that 'sharing is caring and caring is kind'. They behave well and are respectful of each other, the childminder and her assistant.

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need to do better?

n The childminder is aware of the potential effects of the COVID-19 pandemic on children and their families. She is sensitive and responsive to their needs. The childminder successfully supports children's emotional development. She encourages them to have a go and persevere. As a result, less-confident children show delight when they achieve, and those new to the setting settle swiftly. n The childminder plans learning in a logical way, to build on the children's understanding. She repeats activities, such as talking about the days of the week, to secure children's knowledge. She makes good use of daily routines and naturally occurring opportunities. For example, she helps children to recognise numbers, examine different shapes and practise early writing skills, using their fingers in the sand. n All children, including those who speak English as an additional language, build on their communication and language skills. The childminder uses some inclusive

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need to do better?

approaches to communicate alongside speech, such as signing. She asks questions to encourage children to think and talks clearly with them to support their pronunciation and blending sounds. Children talk about the weather being cloudy and windy and explore the meaning of new words, such as 'nippy', as they pretend to shiver. n Children enjoy sociable mealtimes. They say 'please' and 'thank you'. Children

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need to do better?

29 April 2022 know that they need to eat their savoury items before they have popcorn for 'afters'. Children practise using knives to cut up fruit when making their own fruit salad. They learn how to weigh and measure ingredients during regular cooking and baking activities. n Children learn about their own community as they explore the nearby beach and watch the local lifeboat crew conducting practice runs. They broaden their own experiences as they taste foods that originate from other countries and take trips out beyond their immediate area to visit a local animal park and a model village. n The childminder is experienced and well qualified. She completes mandatory training and continues to attend further training courses. This includes focusing on letters and sounds, in order to further enrich children's speech and language experiences. However, the childminder has not supported her assistant to improve her professional knowledge in the same way. As a result, the quality of

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need to do better?

teaching overall is not at the highest level. n The childminder tracks children's progress effectively. She is swift to identify children who are at risk of falling behind. She engages well with parents and works effectively with other professionals to ensure that gaps in learning are reduced. Partnerships with schools that children will move on to are established and transitions are well managed. However, the childminder does not yet share relevant information with other early years settings that current children also attend.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her safeguarding responsibilities. She is committed to keeping children safe. The childminder has completed child protection and safer recruitment training to ensure that her knowledge is up to date. She confidently identifies possible indicators of abuse and knows how to keep children safe, referring to relevant agencies as required. The childminder carries out effective risk assessments. She ensures that the children are safe and the premises are secure. The childminder and her assistant hold valid paediatric first- aid certificates. They know what to do should a child in their care have an accident.

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should:

n establish timely partnerships with other settings that provide care and learning for the childminded children n focus on improving assistant practitioners' knowledge of the areas of learning, in order to raise the quality of teaching overall to the highest level.

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Setting details

Unique reference number EY458521 Local authority Norfolk Inspection number 10238393 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 12 Number of children on roll 8 Date of previous inspection 1 March 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Scratby, Norfolk. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She works with an assistant. The childminder 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 childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that 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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this has on children's learning. The inspector and the childminder reflected on a learning experience for the children. n The inspector spoke with the childminder's assistant and the children at appropriate times during the inspection. n The childminder shared a sample of documents with the inspector, including evidence of training and the suitability of those living on the premises.

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Inspection activities

n The inspector spoke with parents/carers and considered the views of other parents via written testimonials provided.

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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

29 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

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

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