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 arrive happy and eager to start their day. They separate from their parents with ease and rush off to find their photograph to self-register. Children independently choose toys and resources from the low-level baskets and shelves. They show good attitudes to learning and make their own choices. Children find their favourite cuddly animals. They imagine they are babies and wrap them in blankets for a sleep.

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The provision is good

Children have great fun and enjoy being in the childminder's company. They squeal with delight during games of hide and seek. Children tell the childminder, 'I am happy'. They wave their arms in excitement as the childminder introduces a 'special song bag'. She captivates children's interest by slowly revealing a range of hand puppets. As a result, children are eager to wiggle their fingers into them and take an active part in singing songs.

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The provision is good

Children have extremely warm relationships with the childminder. They spontaneously wrap their arms around her and say they need a 'squeeze cuddle'. Younger children snuggle on her lap to share books. The childminder treats all children with the utmost care and kindness. Nappy changes are respectful. The childminder involves children and distracts them by singing familiar nursery rhymes.

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need to do better?

n The childminder plans a well-considered curriculum. She provides a good balance of adult-led and child-initiated activities to promote learning. She has a secure knowledge of each child and moves them on quickly in their next steps. For example, she uses story times to reinforce colours and numbers. n Children make good progress in their communication and language skills. The childminder engages children in quality back-and-forth interactions. She asks a range of open questions and gives children time and space to answer. Children thoroughly enjoy stimulating story sessions. The childminder changes the pitch and volume of her voice to capture their interest. As a result, children develop a real love of reading. n Children demonstrate a good level of independence. On arrival, they swap their shoes for slippers. At snack times, children wash their own hands and open containers of fruit. The childminder gives plentiful encouragement and tells

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need to do better?

them, 'well done'. This helps to build children's self-esteem. n The childminder supports children who speak English as an additional language. She ensures resources reflect children's home languages. She works closely with parents to obtain key words and phrases to support children's language development. As a result, children learn English quickly and make good

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need to do better?

2 December 2022 progress. n Children enjoy being active in the childminder's garden. They use see-saws and pedal tricycles around obstacles. The childminder provides other opportunities for children to enjoy fresh air and exercise. She makes regular use of local facilities, such as nearby parks and toddler groups. This helps to widen children's experiences. n Children's behaviour is good. They take turns to use popular toys and sit nicely to eat snacks. The childminder reinforces positive behaviour. For example, she praises children when they share and comments, 'that's brilliant team work'. The childminder teaches children about a range of emotions in an age-appropriate way. She uses picture cards to introduce children to different feelings. This helps children to gain an understanding of their emotions and promotes their well- being. n Partnerships with parents are very good. Parents say the childminder is,

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need to do better?

'incredibly kind and caring'. They comment that they feel, 'so lucky' to have found her. They say she supports them with wider aspects of their children's development such as toilet training. They appreciate the range of communication she offers and say their children are making great progress. n The childminder values opportunities for professional development. She is passionate about her job and reviews her practice to improve outcomes for children. For example, she has recently attended several courses to sharpen her skills and knowledge. n Many children attend other settings. However, the childminder has not fully considered how she can work in close partnership with other settings to promote further continuity in children's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the different types of abuse and its signs and symptoms. She understands her responsibility to report concerns, including allegations. She is alert to wider safeguarding issues such as the 'Prevent' duty. The childminder monitors children closely within the setting. She teaches children how to be safe when playing. She reminds them not to run inside and to tidy toys away, so they do not become trip hazards. She recognises the importance of tracking attendance and demonstrates the capacity to challenge parents if she has a concern.

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should:

n strengthen partnerships with other settings that children attend, to promote continuity in their learning and development

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Setting details

Unique reference number EY320626 Local authority Norfolk Inspection number 10263487 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 4 Number of children on roll 4 Date of previous inspection 3 May 2017

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Information about this early years setting

The childminder registered in 2006 and lives in Norwich. She operates all year round, from Tuesday to Friday, from 7.30am to 5.30pm, except for bank holidays, family holidays and Christmas. She holds an appropriate qualification at level 2. The childminder is registered to provide 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 provider and has taken this into account in the 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 Parents shared their views of the setting with the inspector. n The inspector looked at a range of documentation on request.

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Inspection activities

2 December 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

2 December 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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