Harrison, Debra Lynn

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 experience a caring and positive relationship with the childminder. They happily go to her to seek reassurance. For example, when one child falls over, they immediately seek out the childminder for comfort. The childminder is aware of children's needs and supports them as individuals. The childminder has a curriculum in place that supports all the children who attend. She uses the children's interests to further develop them. For example, the childminder uses children's interest in dolls to plan an activity where they bathe dolls and learn about being healthy.

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The provision is good

Children have access to a large variety of resources indoors and outdoors. They access many resources without support from the childminder, which encourages their independence. Children use the childminder as a safe base when they are introduced to new people. They quickly begin to feel confident with the support of the childminder. Children happily share information about a story that had been read to them earlier in the day.

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need to do better?

n The childminder provides a variety of activities. These are always adapted to meet the needs of all children who attend. For example, when completing a threading activity, older children are encouraged to thread the beads themselves, the younger children pass the beads, and the childminder pushes the thread through a little bit and allows the children to then pull it all the way through. Children enjoy the praise they receive from the childminder for their efforts. n Children experience a wide range of speech and language. Younger children have new words introduced to them. For example, while supporting a child to use the pretend cash register, the childminder introduces new words, such as 'chute', 'yellow' and 'in here'. Parents comment that their child's speech has progressed since being cared for by the childminder. n The childminder is clear about how she would support children with special educational needs and/or disabilities. She talks about working with the parents

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need to do better?

and other professionals to provide the best support possible. However, the childminder does not share information with other settings which share the education of the children. This does not ensure that the children are supported fully from all involved in their lives, to enable them to achieve their full potential. n The childminder plans activities to aid all children's progress through their early years. She uses the child's interests to provide activities that are enjoyable and encourage the children to remain engaged. The childminder reflects on the activities provided to ensure that they continue to meet children's needs. However, the childminder does not plan a wide enough range of activities to

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need to do better?

16 August 2022 involve children in developing their knowledge of the local community. n Children are able to self-select activities from a wide range of resources, such as different puzzles. The childminder sits with children to complete several puzzles. This leads on to them playing games together, and children remain engaged for an extended length of time. n The childminder ensures that she is able to supervise all children in her care. She sets up and provides activities within an area that enables her to keep watch over the children. For example, while playing games with one child, another child is within the same area looking at picture cards. The childminder checks in with all children regularly to ensure that they remain engaged. n Parents work in partnership with the childminder, who supports any changes the parents may wish to make to their child's routines, for example with regards to sleeping. The childminder has a good relationship with the parents. She ensures

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need to do better?

that they remain up to date with their child's development by using photo books, online messages and sending photos during the day. Parents speak highly of the care their children receive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of safeguarding. She has recently attended safeguarding training. This has enabled her to have a better understanding of signs that children may display if they are suffering abuse. The childminder also has a good understanding of the 'Prevent' duty and what she would need to do if she had concerns that a child or member of their family were being radicalised. The childminder has relevant telephone numbers available, and she has a good understanding of what to do if she needs to make a referral.

p.3

should:

n plan a wider range of activities to better support children's knowledge of their local community n develop effective partnership working with other settings when children attend more than one, to help them to achieve their full potential.

p.3

Setting details

Unique reference number EY554974 Local authority Norfolk Inspection number 10190523 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives near Thetford. She operates all year round from 7am until 5.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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 Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The inspector observed the childminder carrying out an activity, which the childminder then reflected on. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder spoke to the inspector about her intentions for children's learning.

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Inspection activities

16 August 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

16 August 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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