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 Met

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The provision is good

Children arrive and are given a warm welcome by this kind, caring childminder. Children greet her with hugs and show an observable excitement to arrive and start their day. Babies settle quickly and explore the homely environment with ease and confidence. They find technological toys that interest them and become engrossed in pressing buttons to hear noises. The childminder engages babies in meaningful back-and-forth interactions. She repeats words clearly, and they respond with early attempts at sounds. Older children use their imaginations to play 'cafes'. The childminder models conversational language to promote children's communication skills. She asks, 'What are you serving today?' The childminder names unfamiliar play food such as mango and watermelon. She extends children's learning by pausing so they can ask questions. Children begin to make their own observations of colour and size as they set out plates of food.

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The provision is good

The childminder provides nurturing and consistent care. She boosts children's self- esteem, telling them, 'You are so clever'. She models turn taking during imaginative play activities. For example, she says, 'One for you and one for you', as she shares out play food. Children copy her positive leadership. They tell babies, 'Well done', when babies roll balls down slides.

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need to do better?

n Babies are well cared for. The childminder supports their emotional well-being, providing soothing cuddles as they awake from their sleep. Babies are self- motivated and know the daily routines. For example, they gesture towards changing mats when it is nappy changing time. The childminder provides gentle guidance to help support babies' independence. She models how to spoon fruit onto plates and gives babies time to have a go. n Children's behaviour is good. They listen carefully to instructions and show an awareness of the childminder's expectations. For example, they line up to play outside and tell the inspector, 'Get your shoes'. The childminder sings calming songs to indicate when play is finishing. This aids children's transitions through the day. n The childminder develops a curriculum that builds on children's emerging interests and skills. She makes observations of children's learning and shares

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need to do better?

progress checks with parents. As a result, children make good progress. n The childminder engages children in activities and songs to model counting and numbers. Children enthusiastically join in with singing 'Five little monkeys'. The childminder introduces simple problems to extend children's learning. She asks, 'You had five and now two have gone. How many are left?' Children confidently count past 10 and hold up their fingers to represent totals. n Children have fun and thrive in a joyful atmosphere. The childminder plays

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need to do better?

22 January 2024 captivating music to encourage children to dance and express themselves. Babies gaze at flashing lights with fascination. They toddle around and clap their hands to join in. The childminder helps older children to remain engaged and motivated, enticing them to move their arms like trains and aeroplanes. n Children's good health is promoted. The childminder ensures that children have opportunities for exercise and fresh air. Babies build strength in their muscles as they walk up steps and use slides. Children kick footballs and roll balls down ramps. Children gain experiences outside the childminder's home, such as soft play and toddler groups. n The childminder places a strong focus on developing children's communication and language. She shares interesting books with children and uses this time to support their acquisition of new words. Children show their understanding by answering questions about pictures they see. They tell the childminder, 'b is for

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need to do better?

ball' and 'c is for cat'. n The childminder networks with other professionals and engages with training to develop her knowledge and skills. She is reflective of her own practice and shows a commitment to improving outcomes for children. n Parents are complimentary about the service provided by the childminder. They express that they have 'found the right place' and their children are thriving. Parents say the childminder offers them valuable support and advice for their children's development. n Children enjoy drawing pictures during adult-led activities. However, children are not always able to access mark-making resources independently to allow them to follow their own spontaneous creativity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n consider the organisation of the learning environment so that children can access mark-making resources more freely, to support their creativity and early writing.

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Setting details

Unique reference number EY490067 Local authority Norfolk Inspection number 10305398 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 4 Number of children on roll 5 Date of previous inspection 20 February 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Poringland, Norfolk. She operates all year round, Monday to Friday, from 8am to 5pm, 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 The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about how she organises her early years provision, including the aims and rationale for her curriculum. n The inspector spoke with the childminder about the leadership and management of the setting. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request. n Discussions were held between the childminder and the inspector, to help establish her understanding of how to safeguard children in her care.

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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

22 January 2024 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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