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

p.1

The provision is good

Children are happy and confident in the childminder's welcoming home. They demonstrate a strong trusting bond with the childminder, who is caring and attentive to their needs. She instinctively knows when children need cuddles and reassurance. This helps children to feel secure in her home and promotes their emotional well-being.

p.2

The provision is good

Children behave well. The childminder sensitively reminds children how to share and take turns. She models positive interactions that help children develop an awareness of the feelings of others. The childminder praises children for good turn- taking and models good manners as children help her tidy away toys and resources. As a result, children are kind and polite to other children and adults.

p.2

The provision is good

The childminder creates an ambitious curriculum. She knows the children well and plans their learning based on their current level of development. She plans a range of sequenced activities, both indoors and outside, that promote all areas of learning. Children are inquisitive and show a love of learning about the world around them. They spend time in the childminder's garden planting seeds from peppers and painting pictures. Once inside, they cut open peppers to observe the seeds and taste the peppers. This helps to develop their understanding of where food comes from.

p.2

need to do better?

n The childminder provides opportunities for children to explore their creativity and learn through their senses, by the calming activities she provides. Children spend extended amounts of time running sand through sieves to feel the texture on their hands. They explore the compost when planting seeds. The childminder talks to children about the texture of soil and introduces new words such as 'moist'. n The childminder weaves a range of mathematical language into children's play. For example, when children pot some seeds in the garden, she encourages the children to compare the sizes of their pots. She brings in songs that use positional language such as 'up' and 'down'. The childminder introduces simple fractions as she explains that two halves make a whole. Children confidently understand and use this mathematical language during their play, demonstrating that they understand its meaning. n The childminder supports children's language development as she provides

p.2

need to do better?

commentary on their play. She introduces new words to the children to build on their vocabulary during activities and reads regular stories. However, on occasions, the childminder asks questions in quick succession and does not always give children the time to think and respond, to express their own

p.2

need to do better?

19 February 2024 thoughts and ideas. n Children become increasingly independent. For example, older children blow their own noses and put the tissue in the bin. The childminder supports younger children with toilet training. She reads books about potty training to support this developmental stage. Children demonstrate that they are becoming independent in their own care routines such as pulling up their own trousers and pouring their own drinks. This helps support children to develop the skills they need in readiness for the next stage in their learning. n Children thoroughly enjoy regular song and rhyme time with the childminder. They access a variety of musical instruments as they join in with their favourite songs. Children learn to use the castanets and giggle as they use their imaginations to pretend that they are a 'clacking crab'. Older children enthusiastically beat on drums as they happily join in with the song time.

p.2

need to do better?

n Parents value the support and guidance that the childminder offers to their families. They feel that their children settle quickly and make good progress in her setting. The childminder keeps parents up to date with their children's progress. When a potential learning delay is identified, she works with parents and professionals to ensure children receive additional help if required. As a result, all children, including those with special educational needs and/or disabilities, make good progress in their learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n give children the time they need to think and answer questions to develop their speaking and thinking skills further.

p.3

Setting details

Unique reference number EY421138 Local authority Norfolk Inspection number 10311891 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 6 Number of children on roll 3 Date of previous inspection 13 April 2018

p.4

Information about this early years setting

The childminder registered in 2010. The childminder operates all year round from 7.45am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider 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 they ensure it is 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 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 Parents shared their views of the setting with the inspector.

p.4

Inspection activities

19 February 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.

p.4

Inspection activities

19 February 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6