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 happy and enjoy spending time in the childminder's welcoming home. They settle quickly and make choices about their play. Younger children investigate dressing-up clothes. They try on hats and persevere with opening straps on helmets. Older children use bubble wands. They wave their arms in the air and spin around in circles, marvelling at how many bubbles they can produce. Children form trusting, affectionate bonds with the childminder. They sit closely with her during activities and tell her, 'I love you'. The childminder attends to children's needs quickly. She gives them comfort and reassurance and is quick to notice when children appear hungry or tired.

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The provision is good

Children thoroughly enjoy spending time in the childminder's inviting garden. They eagerly involve themselves in nature hunts and become excited when they notice insects and birds. Children are enthralled by aphids they see crawling and comment, 'That is smaller than a beetle'. The childminder stimulates children's curiosity and learning. She invites children to feel the texture of leaves and grass. She helps children make connections in their learning. For example, children had recently visited a farm where they saw some bees. The childminder asks, 'Can you remember what bees collect from flowers?'

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need to do better?

n Children make good progress from their starting points. This is because the childminder records children's starting points and makes regular observations of their learning. She uses this information to plan activities children will engage in. n The childminder liaises with outside agencies to support children with special educational needs and/or disabilities. She uses visual timetables to help children communicate and make choices. This helps children to achieve the best possible outcomes. n Children show positive attitudes to learning. They show confidence and enthusiasm when trying new activities. For example, children enjoy the sensory experience of finding pretend insects hidden in seeds. They learn how to manipulate tweezers to pick up small objects. Children squeal with delight as they scatter seeds for the childminder's pet chickens. They watch with fascination as chickens peck the ground and exclaim, 'This is a chicken sprinkle

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need to do better?

party'. n Children thrive because the childminder sets clear boundaries and expectations. They listen carefully and follow her instructions. Children sit nicely at the table to eat food and are polite, using 'please' and 'thank you' without being prompted. The childminder gives positive praise. She tells children, 'Well done' and 'You are so clever', as they put on their trainers and wellies for outdoor play. n The childminder supports children's mathematical understanding. She

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need to do better?

6 July 2023 incorporates simple counting and number recognition into most activities. As a result, children use counting in their own play and name numbers they recognise in books. n The childminder plans stimulating outings that provide children with a rich set of experiences. For example, she arranges regular trips to nearby farms and parks. This helps build children's confidence and social skills. She uses these visits to further enhance teaching and learning opportunities. For example, children collect apples from orchards to use in baking activities. n The childminder promotes children's language development. She engages children in frequent back-and-forth interactions and gives detailed explanations. She weaves new vocabulary into her interactions. For example, children find spider webs in the garden. The childminder describes them as 'delicate' and 'gentle'. n Parents speak warmly of the care their children receive from the childminder.

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need to do better?

They comment they feel 'lucky' to have found her, and say their children are well looked after. Parents appreciate the range of activities the childminder organises and say their children love attending. n The childminder is reflective of her practice. She identifies her own training needs and works with other professionals to share information about children's learning and development. She undertakes thorough risk assessments to ensure the premises remain safe and suitable for children. n Children benefit from frequent story time sessions. However, sometimes, the childminder does not fully consider the varying needs of the children when planning effective story sessions. This means that younger children can become less engaged.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of how to keep children safe. She can identify the different signs and symptoms of abuse. This includes wider safeguarding issues, such as female genital mutilation. The childminder has clear procedures to follow if she is concerned about a child. She understands how to record and report allegations against herself or members of her household. Attendance and accident records are maintained accurately. This contributes to identifying any emerging patterns that could indicate that a child is at risk.

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should:

n strengthen the organisation of story time so children of all ages remain engaged and actively involved.

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Setting details

Unique reference number EY488194 Local authority Norfolk Inspection number 10289201 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 42 Date of previous inspection 15 November 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Thurlton, Norfolk. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She 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 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 on children's learning. n Children talked to the inspector about the activities they were doing. 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

6 July 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

6 July 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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