Martins, Natalie

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 build strong bonds with the childminder and demonstrate that they feel safe and happy in her care. They are eager to arrive and put away their coats, shoes and bags before rushing to explore the activities and toys on offer. Children are active learners. They move confidently between activities and demonstrate their enthusiasm for the next experience the childminder has planned for them. They recall their past learning experiences. For instance, they tell the inspector how they made the paintings on display using special rollers to make different patterns.

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The provision is good

Children develop a keen interest in reading. Toddlers pay close attention as they listen to the childminder reading a book. They point to different parts of the illustration, which the childminder describes to them. Older children recognise the letters that make up their name and practise writing these. They proudly show the childminder, who enthusiastically praises them and offers 'high fives'. The childminder has high expectations for all children. She encourages children to be independent from an early age. Toddlers put hats on and collect their shoes, while older children put their shoes and coats on themselves. The childminder helps children to work together to create objects to use in their play. For example, children draw fruits and vegetables to make a sign for their pretend shop. They practise using scissors safely and proudly watch as the childminder sticks the sign to the 'shop' table.

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need to do better?

n The childminder carefully considers children's experiences and her curriculum intent when conducting self-evaluation. She uses feedback from parents and older children, alongside her own observations, to identify areas to improve or focus on. She also uses conversations with children to shape the activities and resources available. For instance, children demonstrating an interest in healthy eating are offered a shop role-play activity. n The childminder understands the importance of repetition in learning. She plans opportunities for children to practise their skills and revisit key knowledge, to help them grasp it fully. The childminder knows each child well. She makes accurate assessments of their learning. She uses these, alongside information from parents, to plan activities children will find interesting, and which will help them to make progress. The childminder also works closely with the other

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need to do better?

settings that children attend and often plans her curriculum to mirror or extend the learning topics delivered. n Parents comment on the warm and safe environment the childminder provides. They appreciate how well she supports children's learning, including helping older children with school homework. Parents praise the wide range of activities

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need to do better?

9 February 2023 and say they 'cannot speak highly enough' of the childminder. They feel well- informed about children's progress and how to support their learning at home. n Toddlers enjoy exploring 'cause-and-effect' toys. They experiment with placing different animal figures on a farmyard toy's buttons, delighting in chicken clucking or pig's snorting noises each habitat makes. Older children use the same toy to create a funny game about a doll that keeps being woken up by different animal sounds. n The childminder promotes children's speech well. She responds warmly to toddler's utterances, repeats key words and encourages turn-taking in conversation. She has lively conversations with older children, who develop confidence in social situations. They are eager to tell the childminder about their day and to share their ideas. The childminder asks questions and reminds them of recent experiences, such as going on holiday, to encourage their thinking.

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need to do better?

n The childminder helps children to make links in their learning. She prompts them to find the correct coloured pencils for different fruit-shaped templates. Children use this same idea to play 'I Spy', where they name colours for their friends to guess the object they are looking at. n Children develop friendships and demonstrate kind behaviours, such as fetching a special toy for a younger child. The childminder promotes good manners and turn-taking in play. However, she does not always support children's understanding of the potential consequences of their behaviour. This sometimes leads to children ignoring repeated instructions, talking over each other or disrupting their peers' play. n Children demonstrate their independence and sense of responsibility. They remember the childminder's rules around tidying resources ready for the next person. They carefully put pencils back in their case and place jigsaw pieces in a

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of her role and responsibilities regarding safeguarding. She knows the signs that may indicate a child is at risk of harm. The childminder understands how to identify and report concerns, including those regarding adults who work with children. She regularly refreshes her safeguarding training. She has an awareness of current child protection issues, such as the 'Prevent' duty and how to promote children's safety when using devices online.

p.3

should:

n extend behaviour management strategies to support children's understanding of the potential consequences or impact of their behaviour.

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Setting details

Unique reference number EY302545 Local authority Norfolk Inspection number 10264128 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 14 Date of previous inspection 6 June 2017

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Information about this early years setting

The childminder registered in 2004 and lives in Lingwood, Norfolk. She operates from 7.30am to 6.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder 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 her evaluation of the setting. n The childminder took the inspector on a learning walk across all areas of the premises to explain how the early years provision and curriculum are organised. n The inspector observed the quality of interactions during activities indoors and assessed the impact this has on children's learning. n The childminder completed a joint evaluation of an activity with the inspector. n The inspector spoke to the childminder and children at appropriate times during the inspection. She took account of the views of parents spoken to during the inspection and through written feedback provided. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all persons living and working on the premises.

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Inspection activities

9 February 2023 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

9 February 2023 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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