Hodgett, Adele Jeannie

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, secure and settled at this welcoming setting. They arrive eager to play with friends and explore the activities on offer. Children benefit from warm bonds with the childminder. The childminder works closely with parents to support children's well-being and development. She has high expectations for children and supports them to practise social skills, such as taking turns with toys and helping others. She helps them to understand key rules and boundaries with a calm manner and clear explanations.

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The provision is good

The childminder knows children well. She regularly assesses their learning and uses this knowledge to plan interesting activities and outings that support their next steps in learning. She builds on their familiar experiences, for example looking for tractors on the way to her house or enjoying a favourite story about a clever mouse. Children make good progress from their starting points. They work to master different tools and equipment during play. They concentrate as they practise using scissors to cut out pictures and use a net to 'catch' different toys. Children fish for toy sea creatures in a water tray, examining the different features, such as 'sharp teeth' and 'big tails'. They use their small hand muscles to press a pump to squirt water in the play kitchen.

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need to do better?

n The childminder delivers an ambitious and carefully organised curriculum that builds on what children already know and can do. She ensures activities are appropriately challenging and support children's knowledge and skills across a broad range of areas. n The childminder uses training and insights from her childminding network to help her consider ways to develop her practice and provision. She also gathers feedback from parents and reflects on children's progress and interests. The childminder uses these sources of information to help her evaluate her work and create plans for further improvement, such as developing her garden space. n Parents praise the 'calm and nurturing' childminder. They appreciate her regular updates on children's well-being and progress. Parents talk about how much their children enjoy attending and the range of outings the childminder organises, including to the zoo, fire station, parks, libraries, woodland and

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need to do better?

toddler groups. n Children move confidently around the playroom, accessing toys and playing with equipment independently. They understand the need to tidy toys away before pulling more boxes out and recall where equipment, such as the base plate for the building blocks, is kept. n The childminder supports children's speech and language skills well. She models novel vocabulary, repeats and extends children's comments, provides a

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need to do better?

11 July 2024 commentary and gives children time to think and respond. The childminder also sings songs linked to children's play. For instance, she teaches children a song about catching fish while they play in the water tray. n Children follow instructions well for their age and are keen to be helpful. They remember to replace the caps on pens and to put their water cups back on the table. Children also learn key self-care routines, including washing their hands before eating, putting their shoes in the shoe box and fetching their nappies at changing times. n Children play imaginatively. They pretend the doll's house is on fire and use a toy fire engine to 'put it out'. Children draw fires on a tablet and swipe it clean to mimic extinguishing the fire as they wave the fire engine's hose at it. n Children develop a love of stories from a young age. They bring the childminder books to read and join in with familiar refrains. The childminder reads books

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need to do better?

with enthusiasm and pauses at key points for children to join in with repeated phrases. However, she does not consistently encourage a deeper exploration of stories to help children further develop their early literacy skills, such as making predictions, examining illustrations and talking about characters' actions. n The childminder provides a range of creative tools and materials as part of planned arts and crafts activities. Children are eager to join in and practise using scissors, glue sticks and pens. The childminder gives children clear directions to help them follow the activity's plan and does some of the trickier elements, such as peeling stickers or cutting out printed pictures, for them. However, this means that children do not always freely explore materials and develop their own creative ideas about the activity's familiar stories or topics.

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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 increase opportunities for children to explore creative materials freely, to express themselves and develop their own ideas n extend techniques for exploring stories and books to support children's early literacy skills.

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Setting details

Unique reference number EY501344 Local authority Norfolk Inspection number 10344313 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 30 August 2018

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Information about this early years setting

The childminder registered in 2016. She lives in North Walsham, Norfolk. The childminder operates all year round from 7.30am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. 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 setting. n The inspector observed the quality of interactions during activities indoors and outdoors and assessed the impact this has on children's learning. n The childminder discussed how her early years provision and curriculum are organised with the inspector. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and reviewed evidence of the suitability of all persons living and working on the premises. n The childminder completed a joint evaluation of an activity with the inspector. n The inspector spoke to children and parents at appropriate times during the inspection. She also took account of the views of parents through written

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Inspection activities

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

11 July 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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