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

The childminder and her assistants provide a safe, nurturing and inclusive environment for children. They are good role models. The childminder and her assistants are tender and kind. As a result, the older children are gentle and interact well with the younger children. The childminder and her assistants support children to be independent. Children happily and freely access the resources, attend to their own toileting needs and feed themselves.

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The provision is good

The childminder and her assistants teach children essential life skills. They understand the importance of oral hygiene and how to lead a healthy lifestyle. Furthermore, the childminder shares information and ideas with parents so they can help their child stay safe online.

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The provision is good

The childminder and her assistants encourage children to share and take turns. Children follow simple instructions, such as helping to tidy up. The childminder rewards children's positive behaviour through verbal praise, which builds their self- esteem and confidence. The childminder and her assistants reflect and find ways to improve the provision. For example, they have introduced a new system to enable children to revisit and continue prior learning.

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need to do better?

n The childminder and her assistants support children who are learning to speak English as an additional language well. For instance, they speak to them in English and use key words in Portuguese. The childminder and her assistants use dual-language books with children. Parents comment that the support their children receive has been instrumental in helping them to raise bilingual children. n The educational programme for physical development is strong. The childminder removes chairs from one of the activity tables to help children develop their stability, balance and core strength. For instance, they stand at the table as they manipulate play dough. They roll, stretch and mould the dough to strengthen the small muscles in their hands. Furthermore, they go on trips to the woods where they have the freedom to run, climb trees and explore the natural world. n The childminder and her assistants read familiar stories and sing rhymes

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need to do better?

throughout the day. For example, young children eagerly join in with the actions as they pretend to hop like bunnies to their favourite song. They enjoy listening to the story of 'Pip and the Bag of Buddies'. Children listen intently and discuss their emotions. They say that they 'feel frustrated' when other children take toys off them. This discussion helps children to understand and reflect on their own feelings and behaviour. n Children demonstrate a good understanding of hygiene routines. They know to

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need to do better?

2 August 2024 wash their hands before eating and are becoming increasingly independent. The childminder encourages children to get their own water from the dispenser and chop or peel their own fruit at snack time. n The childminder has a good overview of the setting. She regularly seeks feedback from her assistants and parents to evaluate the service she provides. The childminder undertakes regular supervision sessions with her assistants and identifies any training needs. This helps to improve the quality of teaching. n The childminder and her assistants provide a broad curriculum. They periodically assess children's development and progress to identify what children need to learn next. Overall, children benefit from a wide range of learning experiences that capture their interests. For example, the childminder and her assistants plan learning around different festivals and celebrations. This helps to raise children's

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need to do better?

awareness about diverse cultures and identities of people. However, on occasion, the activities and the curriculum intent do not fully reflect all children's needs, particularly the youngest children. This means that younger children are not always deeply engaged in purposeful learning. n Partnerships with parents are strong. The childminder collects relevant information from parents before children start, to ensure that she has a comprehensive picture of where children are in their learning. However, the childminder is less proactive in seeking information about children's learning experiences in some of the other settings that children attend. Therefore, she cannot be sure that her provision complements the experiences that children have elsewhere.

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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 knowledge of the curriculum intent to ensure that it is reflective of all children's needs, particularly younger children n work proactively in partnership with other settings that children attend, to foster a greater two-way flow of communication to ensure that children's learning experiences complement those they receive elsewhere.

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Setting details

Unique reference number EY305283 Local authority Norfolk Inspection number 10351865 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 12 Number of children on roll 35 Date of previous inspection 25 October 2018

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Information about this early years setting

The childminder registered in 2005. She operates all year round, from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers funded education for two-, three- and four-year-old children. She holds an appropriate qualification at level 4. The childminder works with two assistants, one of whom holds an appropriate qualification at level 6.

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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 her evaluation of the setting. n The inspector viewed the premises and discussed the intent of the childminder's curriculum during a learning walk. n The inspector observed the interactions between the childminder, her assistants and the children, who the inspector also spoke to throughout the inspection. n The childminder and the inspector evaluated an activity and discussed the impact on children's learning.

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Inspection activities

2 August 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

2 August 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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