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 thrive in this nurturing home-from-home setting and make strong attachments with the warm and friendly childminder. Children settle in swiftly and are eager to explore and play with familiar and age-appropriate resources. Children show positive attitudes to their learning and show high levels of concentration and engagement during adult-led and self-chosen activities. The childminder knows the children well and adapts resources and activities to meet individual needs and expectations. Children's opinions are valued and respected as they are encouraged to make choices about their desired learning experiences.

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The provision is good

Children construct a sizeable train track together. They speak clearly and confidently while giving a running commentary to each other about what they are doing. Young children use descriptive words such as 'cuckoo clock'. They demonstrate their understanding of mathematical concepts as they say, 'Look, a big and small cuckoo clock.' Children enthusiastically invite the childminder into their play. The childminder uses her excellent knowledge of how children learn to extend their speech development. She asks questions and prompts interesting discussions. Children listen intently, and the childminder gives all children time to communicate their ideas and formulate responses to questions.

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need to do better?

n Children behave exceptionally well. For example, children share and cooperate during an art and craft activity. Children wait patiently for their turn to use their preferred coloured finger paints. The childminder consistently provides impactful praise and gentle reminders to further support their understanding of expected behaviours. As a result, children demonstrate kind and caring behaviours and learn to accept the needs of others. n Overall, teaching is meaningful. The childminder provides a stimulating environment that promotes children's imagination and builds on their interests as they play. Children make good progress and develop the skills they need for future learning. Teaching is highly effective. However, the childminder does not provide enough opportunities for children who speak English as an additional language to develop and use their home language in play and learning. n The childminder prioritises children's independence. She helps children to take

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need to do better?

responsibility for their own self-care by encouraging them to achieve small tasks. Children wash their hands independently and tuck their chairs under the table after they get down from mealtimes. Children are actively learning to become increasingly independent in managing their personal needs. As a result, children feel empowered, develop self-esteem and perseverance and relish a challenge. n Daily communication with parents ensures that all children, including children with special educational needs and/or disabilities, are making good progress.

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need to do better?

25 November 2022 The childminder invites parents to stay-and-play sessions before they start at the setting, which reduces and eases any anxiety children may have during their settling-in period. However, the childminder does not gather a broad enough range of information before children start, such as whether they attend another setting. As a result, the benefits of collaborative working, such as identifying any gaps in children's learning or sharing information to promote continuity and consistency for children, are delayed. n Children's emotional and physical well-being is promoted. Children benefit from a large garden where they can explore a mud kitchen or take a physical challenge to complete an obstacle course. During hide and seek, children keep quiet for an extended period. Children set rules and take turns. As a result, children form important emotional self-regulation. Additionally, children improve

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need to do better?

their balance, agility and coordination as they move their bodies to get into the perfect hiding position. n The childminder is extremely reflective of her practice and seeks training to improve her already good teaching. The childminder has established good links with local primary schools. She understands the importance of working closely with teachers to promote a smooth transfer as children move on to full-time education. Parents report how the childminder goes 'above and beyond' to make learning fun.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder, alongside her co-childminder, undertakes regular safeguarding training and has robust knowledge to ensure the safety of children in her care. Additionally, the childminder receives regular updates relating to local safeguarding issues from childminding forums. The childminder recognises the signs and symptoms of neglect and abuse and knows what to do if there is a concern about a child. She has a clear understanding of keeping accurate records, making timely referrals when necessary and working with other agencies to ensure children get the help required. The childminder knows what action to take if an allegation is made against her.

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should:

n extend opportunities for children who speak English as an additional language to use their home language in play and learning n obtain in-depth information from parents when children first arrive so that their starting points in learning can be more accurately identified.

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Setting details

Unique reference number EY485780 Local authority Norfolk Inspection number 10236611 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 22 Date of previous inspection 13 March 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Norfolk. She operates all year round, from 6.30am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder works with another registered childminder.

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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 that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. The childminder discussed with the inspector how they ensure that both the indoor and outside environments are safe and suitable. n The inspector discussed with the childminder how she will implement the curriculum and support all children to make progress, including how the childminder intends to plan, observe and assess children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder.

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Inspection activities

n Parents and carers shared their views of the provision with the inspector. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children. n The inspector held a meeting with the childminder and also discussed self- evaluation. n The inspector viewed evidence of the suitability of persons living in the household.

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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

25 November 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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