Symonds, Abigail Jade

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

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The provision is good

The childminder works from her mother's home with her mother, who is also a childminder, and an assistant. The childminder makes sure that she knows the children well through developing strong relationships with their parents. Consequently, children settle quickly to their play as she plans activities that engage them and make them feel at home. Children learn to be kind as they pretend to care for their dolls. The childminder praises them as they practise their caring skills. She introduces simple routines, such as a regular story time, and gently reminds children about expected behaviours. Children learn to be independent in their play and how to follow simple rules which prepares them for later stages in their learning.

p.2

The provision is good

The childminder works with children's parents and her co-childminder to make regular assessments of children's learning and development. She uses this information to plan activities designed to build on what children know and can do. Strategies to support children with special educational needs and/or disabilities, such as visual timelines and sign language, are embedded in daily activities for all children. This ensures that all children are fully included and make sustained progress in their learning and development.

p.2

need to do better?

n The childminder focuses well on developing children's speaking and listening skills. She reads stories regularly to children. She encourages them to notice what the characters are doing and explore their feelings as they discuss the story. Children ask for favourite books to be read to them. Younger children are provided with 'feely' books which they learn to handle carefully. They develop confidence in offering up their thoughts about the stories as the childminder listens and responds respectfully to their contributions. Children learn to love books and understand that they convey ideas. n Children revel in telling visitors the things that they enjoy about their time with the childminder. They talk about the tortoises in the setting, describing their differences and personalities. Children look at photos of their friends and previous activities, recalling previous experiences. They become determined

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need to do better?

communicators because they know that adults are interested in their thoughts and opinions. n The childminder and her colleagues have developed a curriculum that takes opportunities to expose children to a wide variety of ideas, cultures and experiences. For instance, when covering the topic of space during black history month, they take the opportunity to teach children about the first African American astronaut. The childminder demonstrates a determinedly positive attitude towards teaching children to value the diversity of the modern world.

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need to do better?

19 October 2023 n Children have plenty of opportunities to develop their big and small muscles. They move and dance to songs and rhymes led by the childminder. They visit soft play centres regularly where they can climb and develop their big muscles. Children develop their small muscles as they roll play dough and engage in many organised craft activities. Children learn how to manage their personal hygiene as they wash their hands before snack and the childminder works with parents to teach independent toileting skills. Children learn physical skills that prepare them for the next stages in their learning. n Parents are involved as full partners in their children's learning. When the childminder introduces new strategies to support children's learning, such as sign language, she shares these strategies with parents. This ensures a joined- up approach to children's learning and development. n The childminder is well qualified and has a good understanding of how children

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need to do better?

learn through playful activities. However, sometimes, such as during story time, younger children find it hard to sit and attend for the amount of time expected of them. This is followed by more waiting as they queue for the toilet and to wash their hands straight after. The childminder is aware that this is an issue but has not yet identified a way to effectively address this. This is because self- evaluation does not yet focus precisely on improving delivery of the curriculum.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a comprehensive knowledge of the signs that a child might be at risk of abuse or neglect. She completes regular updates to her safeguarding training and discusses the implications for the setting with her co-childminder and their assistant. The childminder knows how to report any concerns that she has, including concerns about other adults working with the children. She understands safeguarding issues such as the risk to children from grooming or radicalisation. She ensures that she is familiar with local reporting procedures so that she can make prompt referrals to appropriate bodies if necessary.

p.3

should:

n evaluate the curriculum to identify how activities and routines can fully support the learning and development of the range of children who attend.

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Setting details

Unique reference number EY436760 Local authority Norfolk Inspection number 10301037 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 18 Number of children on roll 22 Date of previous inspection 22 January 2018

p.4

Information about this early years setting

The childminder registered in 2011 and lives in West Caister, Great Yarmouth. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder is a qualified teacher. She works with a co-childminder and her assistant. Together, they provide funded education for three- and four-year old children.

p.4

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 their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children told the inspector about their friends and what they like to do when they are with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has on children's learning. n The inspector took account of written and verbal feedback from parents.

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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

19 October 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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