Dye, Paula Louise

Overall effectiveness Good

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

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The provision is good

Children develop close and trusting bonds with the experienced and calm childminder, who sets them at ease. She offers them comfort and reassurance whenever they need it. This helps children to feel safe and secure during their time with her. They benefit from the high levels of attention that the childminder gives them. Children grow in confidence and the childminder listens carefully as children communicate their needs and ideas to her. They work together to solve problems and develop children's play ideas. Children develop positive attitudes to learning. They have opportunities to choose what they would like to play with from the wide variety of toys.

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The provision is good

The childminder remains focused on joining in with children's play, and children giggle and smile as they play. Children concentrate for long periods that are relative to their age and stage of development. The childminder has plenty of resources to hand, which she introduces to help children to continue with their play. For example, the childminder mindfully selects different tools to help children to develop their hand muscles and fine motor skills. The childminder notices what children already know and can do, and gently challenges them. For example, she helps young children to count the steps as they walk upstairs together.

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need to do better?

n The childminder has made use of support from the local authority to make improvements to her provision since her last inspection. She has strengthened how she assesses and manages risks within her home. This means that children are now cared for in a suitable environment, where the childminder minimises and manages risks effectively. n The childminder has a curriculum in place that offers children a varied range of play-based opportunities to build on their existing skills. She focuses appropriately on the prime areas of learning for younger children. n The curriculum that the childminder puts in place for supporting older children to develop a deeper knowledge of the world around them is less-well developed. While the childminder introduces new information to children through books, she does not always consider how she can deepen some aspects of their knowledge during their play. For example, while children play for an extended period with

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need to do better?

toy dinosaurs, the childminder does not share information about dinosaurs with children to help to build on what they already know about them. n Children make good progress in the development of their communication and language skills. The childminder listens to what they say. She helps children to develop a broad vocabulary by introducing new words and modelling her own use of language. When children are still learning to pronounce words, the childminder routinely repeats back the correct pronunciation for them to hear.

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need to do better?

16 January 2024 n Children have daily opportunities to be outdoors when the childminder takes them out for walks, including to collect older children from school. However, overall, the learning opportunities for children who may prefer to spend more time learning outdoors are infrequent. n The childminder has completed a large amount of professional development since her last inspection. She demonstrates the impact that this has had on helping her to improve how she assesses and plans for children's learning. However, sometimes, it is not clear how the childminder uses her new knowledge to develop her practice further. The childminder recognises a need for ongoing professional development to help her to continue to raise her standards of care and support children's learning. n The childminder demonstrates that she understands her role in safeguarding children. She has a clear policy in place with regards to the use of technology in

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need to do better?

her setting to help children to learn how to be safe in this respect. n Partnerships with parents are effective. The childminder liaises with parents and works collaboratively with other settings that children attend. Parents are positive about their experiences of the childminder caring for their children. The childminder shares relevant information with parents, including statutory assessments regarding children's development. She works together with parents and other settings that children attend to support children's development.

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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 strengthen teaching around children's interests and aspects of the wider world through the delivery of new information that builds further on what they already know n identify ways to offer children who prefer to learn outdoors more opportunities to do so n reflect more purposefully on how new information from completed training and professional development can be used to further raise the quality of teaching so that it continuously improves.

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Setting details

Unique reference number EY343477 Local authority Norfolk Inspection number 10281191 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 13 February 2023

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Information about this early years setting

The childminder registered in 2006 and lives in Norfolk. She operates her childminding service all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

16 January 2024 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

16 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

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