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 are cared for in a home-from-home environment. The childminder and her assistant are patient and attentive as they respond to children's care and learning needs. They offer cuddles and reassurance to new starters. As a result, children settle quickly and feel safe and secure.

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The provision is good

Children access a wide variety of activities that span the seven areas of learning. They show confidence and resilience as they use their imagination and problem- solving skills. Children use a cardboard box as a ramp for their toy cars and then as a tunnel. The childminder skilfully uses her interactions to introduce mathematical language. She supports children to make predictions about which car will go the furthest or fastest. As children crawl through the tunnel, the childminder introduces new language and encourages children to develop their gross motor skills as they 'slither like a snake' and 'squirm like a worm'.

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The provision is good

Children follow the daily routine extremely well. Children respond to instructions to tidy up toys and resources. They develop independence from a young age, such as by putting on their coats and shoes to go outside. They make their own choices at snack time and confidently peel their own fruit and feed themselves at mealtimes. Children are developing a good understanding of making healthy choices.

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need to do better?

n Since the last inspection, the childminder has updated her professional development and reviewed her practice. She has attended outdoor-play workshops. The childminder has developed her garden to offer opportunities for imaginative play, such as in the pirate ship and mud kitchen. Outside, children are learning about risk and turn-taking as they climb and slide on equipment. Children remind their peers to play safely, with instructions such as 'wait until I go'. n The childminder and her assistant are an effective team, and they draw on each other's strengths. The childminder monitors the quality of care and teaching that she and her assistant provide to children. They reflect daily about what children have enjoyed and how they might do things differently. They identify further professional development to improve their practice. n The childminder and her assistant know the children in their care extremely well.

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need to do better?

They confidently talk about children's interests and where they are with their learning. They understand what they need to focus on next to build on what children already know. The daily routine allows for ample time for children to lead their own play to practise what they already know and can do. However, the routine lacks opportunities for focused learning where children can engage in activities at a deeper level and develop their concentration skills.

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need to do better?

22 February 2023 n The childminder makes use of the local community well. Children experience visits to the beach, local Roman ruins and weekly toddler groups. They have opportunities to explore nature as they collect natural objects on walks and return with them to use in their play activities. n The childminder supports children to develop good communication and language skills. For example, she repeats and rephrases to check their understanding. The childminder uses open-ended questioning techniques and holds back-and-forth conversations with individual children and small groups during their play. However, the childminder does not use a full variety of activities to support children's developing vocabulary, for example by singing or sharing books. n Children behave well. They have a clear understanding of what is expected of them. Children are learning right from wrong, and the childminder and her

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need to do better?

assistant respond to unwanted behaviour in a consistent, age-appropriate manner. Children are supported to talk about and label their emotions. Younger children are supported to share and take turns. Older children are starting to manage their own conflicts. n Partnership with parents is strong. The childminder seeks regular feedback from parents about the service she provides. She shares information about their children's progress and how to support learning at home using an online app.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have completed safeguarding training. They demonstrate a good knowledge of the signs and symptoms of abuse. The childminder ensures that she and her assistant can clearly explain the procedures to follow if they have a concern about a child's welfare. They are familiar with the procedures to follow if an allegation is made against an adult. The childminder has a safeguarding policy in place and has completed a safeguarding audit with the local authority. She completes a risk assessment of her home, garden and any outings the children enjoy.

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should:

n give children more opportunities to participate in adult-led activities and develop their concentration skills n strengthen strategies used to support children's developing language skills.

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Setting details

Unique reference number EY487486 Local authority Norfolk Inspection number 10276140 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 12 Number of children on roll 11 Date of previous inspection 3 July 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Norfolk. She works with an assistant. The childminder operates all year round, from 7.30am until 5pm, Monday to Thursday, except for bank holidays and family holidays. She holds a relevant qualification at level 2. 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures that it is safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The assistant spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, both indoors and outside, to assess the impact that it was having on children's learning. n The inspector looked at feedback from parents to gain their views of the setting. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 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

22 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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