Macklin, Rebecca Susan

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children arrive with big smiles and are warmly greeted by the childminder. They confidently separate from their parents and eagerly go off to explore. Children demonstrate high levels of concentration for their age. They spend long periods at activities of their choosing. Children wash dolls and pretend they are in a 'salon'. Younger children become deeply engaged as they turn pages in books and point to pictures they recognise. Older children use felt-tipped pens to draw their houses and practise using stencils to create pictures.

p.2

The provision is good

Children show impressive levels of independence. They open taps on water dispensers and dress themselves in costumes. Children enjoy being chosen as helpers at snack time. They open cupboards and set the table with cups and plates. Children pour their own drinks and competently use plastic knives to cut fruit.

p.2

The provision is good

The childminder is warm-hearted, patient and kind. Children form strong bonds and show that they are happy and settled. They laugh as they tickle her with a pom- pom and they climb onto her lap to share a story. The childminder tells children 'well done', which builds their self-confidence. She is quick to notice when children are tired or hungry and adjusts routines accordingly.

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need to do better?

n The childminder consistently builds on what children already know and can do. She plans activities and experiences to help all children make progress. The childminder has a good understanding of how children learn. She can confidently explain where children are in their development and what she plans to do next to support their learning. This means that children make good progress and are well prepared for their next stage of development. n Children have plenty of opportunities to be active and they spend large amounts of time outside each day. This helps children's mental health and well-being. The childminder has carefully planned her outdoor provision to ensure there is plenty of shade and shelter. Children eagerly take part in yoga and stretching exercises. They jump with both feet and stretch their arms above their heads. The childminder provides other opportunities for children to enjoy fresh air. She

p.2

need to do better?

makes regular use of her own allotment and a nearby woodland. n The childminder supports children's communication and language well. She asks children age-appropriate questions and leaves enough time for them to articulate their answers. The childminder narrates children's play effectively and uses a wide range of vocabulary. For example, during a cornflour activity she uses the words 'powder', 'liquid' and 'texture'. Children spontaneously sing songs, and the childminder sensitively extends these through modelling more

p.2

need to do better?

22 June 2022 song words. n The childminder supports children's understanding of a healthy diet. She provides a nutritious menu and chats to them about how fruit has 'essential vitamins' in it. She encourages reluctant children to try fruit during snack time. She talks to them about smells and textures and she models how to take a 'small nibble'. Children are inspired to take a bite. n Parents speak very highly of the childminder. They comment that their children are 'thriving' under her care. Parents are thrilled with the progress their children are making and they love the range of activities the childminder provides. Parents value the regular updates through reports and daily handovers. They particularly welcome her suggestions of how they can support their children's learning at home. n The childminder is a reflective practitioner and sees the benefit of undertaking training to update her skills and knowledge. She works hard to maintain strong

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need to do better?

links with other professionals and she uses this time to share good practice. n Overall, children's behaviour is good. They say 'thank you' when sharing toys and show concern when younger children trip over. However, the childminder does not always support children to understand the effect their behaviour may have on others. For example, children tell others which cup they can have at snack time rather than letting them choose.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps children safe and treats them with the utmost respect and kindness. She has a good understanding of how to report and monitor any concerns and keep up to date with safeguarding training. This includes knowing who to contact to seek advice and make a referral. The childminder shows an awareness of a wide range of safeguarding issues, such as female genital mutilation and the 'Prevent' duty. She recognises the importance of tracking attendance and demonstrates the capacity to challenge parents if she has a concern.

p.3

should:

n help children to develop a better understanding of how their behaviour may have an impact on others.

p.3

Setting details

Unique reference number EY483319 Local authority Norfolk Inspection number 10231948 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 8 Date of previous inspection 20 September 2016

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Hevingham, Norfolk. She offers her service Tuesday to Friday, from 7.30am to 5pm, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3 and provides funded 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 childminder talked to the inspector about what she wants children to learn and how the curriculum is planned. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The childminder and the inspector carried out a joint observation together. n Children talked to the inspector about the activities they were doing. n Parents shared their views on the setting with the inspector. n The inspector looked at a range of documents on request.

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Inspection activities

22 June 2022 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

22 June 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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