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

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The provision is good

Children enjoy spending time in this warm and homely setting. The childminder knows the children well. She gathers information about the children when they start at her setting to get to know them and establish what they already know and can do. She uses this information to plan a curriculum that builds on children's experiences.

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The provision is good

Children generally behave well. Most children demonstrate confidence as they speak to visitors. Children who are less confident to join in are gently reassured by the childminder and then follow the lead of the other children. The childminder uses effective strategies to support children's behaviour. This ensures that children understand what is expected of them. For example, children know that when the sand timer finishes, it is their turn at an activity. The childminder provides regular praise and encouragement. This helps to boost children's self-esteem and confidence.

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The provision is good

The childminder provides a language-rich environment where children delight in listening to stories, songs and rhymes. The childminder models language well and engages in conversations with the children. She repeats words back to toddlers to gently support their pronunciation. As a result, children are making good progress with their speech and language development.

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need to do better?

n The childminder works alongside her co-childminders, who are her mother and sister. Together, they create interesting activities and experiences for children. For example, children spend time transporting water from one container to another. They pour the water down the bamboo tubes, giggling as the water runs to the bottom. The childminder encourages young children to use pipettes to collect the water, providing hand-over-hand guidance to ensure that children are successful. This supports children's emotional well-being because they can successfully complete their task without frustration. n The childminders make sure that each child feels included. They encourage children to sing a welcome song, introducing each child by name. The childminders use this opportunity to encourage children to express their feelings and emotions. For example, when each child is chosen by name, they call out how they are feeling. Children tell everyone that they feel 'happy' when they go

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need to do better?

out into the garden. This helps children to express their emotions and develop a sense of self. n Children demonstrate a growing understanding of colours, shape and simple mathematical concepts such as more, less, full and empty. Children frequently use new mathematical language in their play, such as 'massive' to describe big

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need to do better?

5 June 2024 items. Older children use counting in everyday activities. n Overall, the childminder organises her setting well. She plans activities that align with children's interests and the skills that they need to learn next. However, some planned activities are not always adapted so that all children can fully participate. For example, during an activity to make cheese straws, the dough is positioned too far away for some children, requiring them to lean across the table to join in. This limits the learning for some children during this time. n The childminder understands the importance of fresh air and exercise. Older children are keen to demonstrate their good balance as they move around the garden on balance bikes and navigate space successfully. The childminder uses this time to promote children's independence, for example as she encourages children to put on their shoes. n Children benefit from a wide range of learning experiences that the childminder

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need to do better?

carefully plans for them. For instance, they go on trips to the farm where they learn about the different animals. They later recall all the different animals that they encountered. Additionally, the childminder takes children to the local library. Back in her home, they independently access books, showing that they are developing a love of reading. n Partnerships with parents are positive. They comment how their children particularly enjoy trips to the library to look at books. Parents value the detailed feedback and ideas for home learning which are provided on an online platform. They feel that their children have developed the skills that they need for the next stage in their learning.

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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 develop the planning of activities further so that they can be adapted to enable all children to fully participate.

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Setting details

Unique reference number EY536249 Local authority Norfolk Inspection number 10344303 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 3 Date of previous inspection 24 August 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Long Stratton, Norfolk. She works with two co-childminders. She operates all year round from 7.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 5. 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 that into account in their evaluation of the childminder. 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 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.

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Inspection activities

5 June 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

5 June 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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