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 are happy and confident in this welcoming home. They demonstrate their close bonds with the childminder. Children snuggle together with her as she reads stories to them. The childminder uses different tones of voice to keep the children engaged and encourages them to complete sentences from familiar stories. This helps foster a love for reading and literacy.

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The provision is good

Children readily explore their surroundings both inside and outdoors. They confidently choose from the resources available to them. For instance, they love to engage in imaginative play with an ice-cream parlour, spending time looking through the menu and taking on different roles as they place orders. This helps to develop children's imagination and creativity.

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The provision is good

The childminder focuses on children's emotional development. She actively supports children to identify emotions and consider the feelings of others. The childminder works alongside her co-childminders, who are her daughters. They are good role models for children's behaviour. They encourage children to take turns and share by role modelling this themselves. Children know what is expected of them. They listen to instructions and follow routines. Consequently, children play harmoniously together and behave well.

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need to do better?

n The childminder gathers information from parents when children start at her setting. This ensures that she knows the children well. She uses this information to create a sequenced curriculum that supports what children already know and builds on what they need to learn next. n The childminder supports children's communication and language skills effectively. She speaks clearly to the children and comments on their actions. The childminder encourages children to use descriptive words, such as 'prickly' when describing the feel of a cactus. As a result, children demonstrate good language skills, taking turns in conversations and listening attentively. n Children thoroughly enjoy songs and rhymes throughout the day. During action song times, the childminder helps children to understand the concept of size using variations in voice volume. For example, when they join in a song about bubbles, children eagerly repeat the word 'bubbles' progressively louder to

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need to do better?

indicate growth, until they call out 'pop', clapping their hands. Children delight in the opportunity to choose their favourite music and songs and dance vigorously. n Children are learning the importance of good hygiene practices. The childminder encourages children to wash their hands at appropriate times. Children are growing in independence as the childminder encourages children to serve their own fruit at snack time and wash their faces once they have eaten. The

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need to do better?

5 June 2024 childminder understands the importance of ensuring that children with allergies and intolerances eat the correct food. She works closely with parents to ensure that children's health needs are met. n The childminder engages children in meaningful conversation. For instance, she asks them questions to help them remember and talk about experiences they have had, such as growing potatoes in the garden or recalling the animals they saw when they visited the farm. However, at times, the childminder does not ask questions to encourage children to think critically and solve problems for themselves. n Children enjoy being active outdoors. They ride balance bikes around the garden and learn to climb, balance and jump on the assault course made out of tyres and planks of wood. This helps build strength in their larger muscles and supports their physical well-being. n The childminder helps children to learn how to keep themselves safe. For

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need to do better?

example, during a planned cooking activity, the childminder demonstrates how to use a knife safely and provides clear instructions to the children. This helps to give children knowledge for their future learning. n The childminder has formed strong partnerships with parents. Parents value the detailed handover they receive each day and are kept updated on their children's development through an online platform. They say that they feel listened to and that their children enjoy going to the childminder's home. They report that their children have developed friendships with the other children and are making good progress.

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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 extend the use and style of questions to help children develop their problem- solving and critical thinking skills further.

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Setting details

Unique reference number EY231569 Local authority Norfolk Inspection number 10344301 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 1 Date of previous inspection 24 August 2018

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Information about this early years setting

The childminder registered in 2002 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 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 spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children.

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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

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