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 settle quickly when they arrive and confidently access different learning experiences. They develop warm, respectful relationships with the childminder. She follows their interests, giving children plenty of time to explore a range of fun activities, such as messy play and puzzles. Children's viewpoints are respected. They are learning manners and to listen to others so they can take each other's feelings and preferences into consideration. There are strong relationships with parents. The childminder supports parents to provide healthy food and to access support with children's speech development. Children are kept healthy with a range of healthy snacks and plenty of fresh air and exercise with opportunities to access forest school.

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The provision is good

Children are kept safe at all times. They are given support with taking risks and are learning the ground rules of the setting. There are flexible routines throughout the day and children know what happens and when. Children feel secure with the childminder. They talk freely with her and invite her into their play. They are learning to be independent as they care for their own toileting, wash their own hands and cut their own bananas.

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need to do better?

n The childminder gets to know children very well. This helps her to identify children's learning and development needs and provide appropriate support to help them make progress. She has developed a learning programme that supports all children to achieve and be ready for the next stage in their learning. She has a solid ethos around supporting interests and following children's lead. She plans learning experiences that enhance their knowledge and understanding of the world around them, such as visits to libraries, parks and forest school. n The childminder uses good teaching techniques. She helps children recall and make connections in their learning. For example, she reminds children what they were exploring yesterday and builds on this learning further. When helping children to understand when an event is happening, the childminder uses a calendar to help children count the days and also sings a 'days of the week'

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need to do better?

song. Children make good progress with their learning as they continually build on previous knowledge. n There is good support for children's communication and language development. The childminder sings, reads books and uses musical activities to help children develop their vocabulary and fluency. She models and scaffolds language effectively. However, sometimes the childminder is not fully confident implementing and adapting activities to meet the individual needs of children. This means that learning opportunities are not maximised for all children. n There is a strong emphasis on supporting children to make relationships with

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need to do better?

24 August 2022 each other. Manners and respect are emphasised, and children learn to consider others. The childminder deals with behaviour positively, reminding children of the ground rules and diverting children. However, sometimes she does intervene too quickly and limits children's opportunities to resolve disputes themselves. n The childminder undertakes training to develop her own knowledge and skills. She has a clear vision for her setting and a commitment to supporting individual children's learning and development. The childminder works with other childminders and parents to help children settle into the setting. There are strong relationships with the parents, who value the care and education their children receive. Parents receive personal communication, which supports their child's health, learning and development. n Children are kept healthy and safe. The childminder knows what to do in an

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need to do better?

emergency and has developed procedures to keep children safe. Children are provided with a range of fruit, and drinking water is always available. They have opportunities to exercise and develop their physical skills in the garden, and also in regular forest-school sessions. Children learn how to use equipment safely as the childminder models how to use knives and reinforces rules about the slide. However, children are not best supported to think about and make decisions about their own safety.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs that would concern her in relation to safeguarding. She understands safeguarding in a wider context, including indicators of issues, such as radicalisation and county lines. She knows what to do in these circumstances, including how to log concerns and who to share these with. She attends training regularly and keeps up to date with the policies and procedures of the Norfolk County Council. There is effective but safe use of technology in the setting, and the childminder works with children so they have information they need to keep safe online.

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should:

n give children more opportunities to practise making decisions for themselves about keeping safe and managing their own behaviour n develop confidence in implementing and adapting activities to ensure that every child's learning is maximised.

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Setting details

Unique reference number 2543514 Local authority Norfolk Inspection number 10215444 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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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 2019 and lives in Upwell, Cambridgeshire. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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 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 communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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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