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 Not applicable

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The provision is good

Children are happy and form strong bonds with the caring childminder. They arrive with big smiles and welcome each other with a hug. They hold hands and go off together to self-register. They find their named star and make choices of where to place it on the door. Children have great fun and show interest in the range of resources provided. They become excited when they see a new interactive toy rabbit. They laugh and squeal as they make its ears wiggle. Children jump into the ball pool and giggle as they slide around.

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The provision is good

Children are confident learners and know where their favourite toys are kept. They play with pretend farm animals and chat about what animals eat. Children enjoy the sensory experience of feeling crushed up cereal as they 'feed' it to the animals. The childminder helps children make connections in their learning. For example, she asks them what they can remember about a recent trip to a farm. Children talk about seeing 'greedy goats'. This helps embed their knowledge further.

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The provision is good

Children love spending time with the childminder. She supports children's emotional development well. For example, she tells them 'amazing' and 'well done' when children draw recognisable pictures with chalk.

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need to do better?

n The childminder knows the children well. She plans activities and experiences which follow children's interests. The childminder assesses their stage of learning accurately and identifies appropriate next steps. She uses this information to plan broad and challenging activities. Children are eager to take part and demonstrate a positive attitude to learning. n Children learn through an effective balance of child-initiated play and adult-led activities that build on their interests. As a result, all children, including those with special educational needs and/or disabilities, make good progress from their starting points. n The childminder develops children's language skills. She constantly chats to children and extends their play. For example, children fill scales with stones and she introduces the words 'heavier' and 'balanced'. She repeats back what children say so that they hear words pronounced correctly.

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need to do better?

n Children are well prepared for their next stage of development. For example, they show good independence skills as they manage their own shoes and lunchboxes with ease. They practise writing letters of their name. The childminder guides children to recognise the shape of individual letters. For example, she talks about 'curly tails' on the letter 'e'. n Children are encouraged to be active and make full use of the opportunities to dig, climb, swing and run. This helps their mental health and well-being.

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need to do better?

22 July 2022 Children throw and kick footballs. They laugh as they bounce up and down on 'donkey hoppers'. n A strong focus is put on children's personal, social and emotional development. The childminder arranges regular opportunities to mix with others. For example, children have recently visited a library and farm. This also helps children to find out about their local community. n Children develop their mathematical skills. They name colours, shapes and use numbers when they play. The childminder uses singing time to reinforce counting. For example, she demonstrates the correct number of fingers as she sings a song about ducks. n Parents are very complimentary about the childminder's service. Written testimonials demonstrate the high regard they have for her. They say she is 'devoted' and 'truly caring'. The childminder provides detailed information to parents about their children's development. She shares photographs of their

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need to do better?

children playing and provides verbal feedback each day. n The childminder maintains a strong network with other professionals. She regularly exchanges resources with other childminders. This helps support children's curiosity as they investigate unfamiliar toys. The childminder engages with speech therapists to provide extra interventions for children in her care. n Children are kind and helpful. For example, they tidy each other's shoes away without being asked. However, children are not always supported to develop an understanding of how their behaviour impacts on others. On occasion they show reluctance to share. For example, they play with vehicles and tell each other 'my tractor'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of how to help keep children safe. She has completed extensive training and is confident about the actions to take if she has concerns about a child. Attendance and accident records are maintained accurately. This contributes to identifying any emerging patterns that could signify a child is at risk. The childminder carries out ongoing risk assessments to recognise and remove any potential hazards and teaches children to identify risks in the environment. For example, she reminds children to place their water bottles out of reach of babies.

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should:

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

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Setting details

Unique reference number 2531724 Local authority Norfolk Inspection number 10215122 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 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded early education for two-, 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 premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about the activities they were doing. n The inspector observed the interactions between the childminder and the children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on children's learning. n The childminder provided the inspector with a sample of relevant documentation on request. n A number of parents provided written and verbal feedback and the inspector took account of their views.

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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

22 July 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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