Crowhurst, Susan Elizabeth

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 settled in the childminder's welcoming home. They demonstrate that they feel safe and secure, approaching visitors with confidence and curiosity. The childminder builds good relationships with children in her care and provides a play environment supportive of their individual needs. As a result, children settle quickly and show good attitudes to learning. They demonstrate a good sense of belonging, showing confidence and motivation as they help themselves to resources. Children benefit from frequent cuddles and nurturing interactions. They are keen to spend time with the childminder and invite her into their play. They use their imagination to pretend to go on a bus ride. The childminder asks children questions to promote children's thinking. She asks, 'Where is the bus going?' and 'What time will we get there?'.

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The provision is good

The childminder is a positive role model. Children listen and respect her expectations and boundaries. They help to tidy away toys and wait to leave the table after snack times. The childminder boosts children's emotional security through regular praise and encouragement. She recognises children's efforts and tells them, 'Good team work', as children put toys back where they belong. She regularly reinforces sharing, reminding children, 'My turn now, your turn next', as children play games. As a result, children are kind, respectful and follow instructions well.

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need to do better?

n The childminder plans her curriculum to take into account children's current interests and their next steps. She makes ongoing observations and uses tracking documents to target gaps in children's development. She keeps parents well informed about their children's progress. As a result, children make good progress from their starting points. n The childminder provides activities to help children develop their small-muscle skills in readiness for writing. She encourages children to draw their own pictures, giving them advice on how to hold their pencil to gain greater control. Children become proficient in using tweezers and scoops to explore pretend insects and coloured rice. n Children behave well and play calmly. The childminder is kind and patient, which helps children to be relaxed in the play environment. She gives children warning of what is happening next which helps them transition between routines of the

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need to do better?

day. n Written comments from parents show nothing but praise for the childminder. They say she is 'incredible' and that their children are 'flourishing'. Parents comment that their children love attending and they appreciate the wide range of activities she provides.

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need to do better?

15 May 2024 n Children are motivated to complete simple tasks for themselves, which helps develop their independence. They recognise when they are thirsty and access their own water bottles. Children put on their wellies and feed themselves snacks and lunches. The childminder helps children develop a 'can-do' attitude. For example, she says, 'I start, you finish' as children try to manipulate zips on their coats. This helps children become successful in learning new skills. n The childminder promotes children's good health. She takes them for regular walks and ensures they have time in her spacious garden. She provides children with additional experiences in the local community. For example, children attend local music, craft and toddler groups. This helps to build on children's social skills and confidence. n Children's communication and language is supported well. The childminder uses frequent singing sessions to help children's growing vocabulary. Children eagerly

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need to do better?

join in with singing familiar songs and delight in exploring 'song bags' to help make their choices. The childminder reads to children with expression to capture their interest. She uses props to keep children wonderfully engaged. As a result, children develop a love of stories and spend time browsing through books independently. n Children make good progress in their mathematical development. They show proficiency in recognising colours and shapes as they complete puzzles. Children name numbers they recognise in books and count pictures they see. The childminder asks questions to extend children's counting skills and number recognition. She asks, 'What number comes next?'. n The childminder shares information about the assessment of children's progress with parents. However, partnerships with schools children move on to is not yet fully established. The childminder has not found effective ways to share relevant

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need to do better?

information to aid children's smooth transition into school life.

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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 ways to share information about children's learning, preferences and progress with schools that children move on to, in order to support the next stage of their learning.

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Setting details

Unique reference number EY300845 Local authority Norfolk Inspection number 10344270 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 10 Date of previous inspection 9 August 2018

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Information about this early years setting

The childminder registered in 1996 and re-registered in 2005. She lives in Drayton, Norwich and operates all year round, Monday to Friday, from 8am to 5.30pm, except for bank holidays. The childminder holds an appropriate childcare qualification at level 3. 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 this into account in their 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 this was having on children's learning. n The inspector observed the interactions between the childminder and the children. 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

15 May 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

15 May 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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