May, Rebecca

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children happily enter the setting with a smile on their face, eager to explore exciting activities the childminder speaks enthusiastically about at the door. Children show polite behaviours and learn what is expected of them as the childminder praises them for taking off their shoes on arrival. They show they feel safe and relaxed as they pull up a chair at the table and swiftly engage in a sticker activity the childminder has planned around their interests. When children want to run indoors, the fun-loving childminder uses playful interactions and pretends to be a train driver, which redirects children to more purposeful play. Children instinctively follow behind her and extend their speech and language development through singing tunes together, and discussing where they are going on the train.

p.2

The provision is good

Children build secure and trusting bonds with the childminder, who is attentive and consistently responds positively to children's requests for help. She empowers children to become confident and independent learners by offering the right level of support. For example, by just peeling back the corner of the sticker, young children successfully persevere until they pull the back off the sticker themselves. Children proudly exclaim, 'I did it,' and this helps to build their self-esteem with genuine praise from the childminder.

p.2

need to do better?

n The childminder provides indoor and outdoor environments that are stimulating, spark curiosity and help children make connections in their learning. For example, children inquisitively explore a bubble station, swiftly learning that if they wave their dipped bubble wand back and forth, they can make bubbles. Children delight in chasing bubbles with their peers. They play cooperatively, learn turn-taking and develop a real love of learning as the childminder makes activities fun and easily accessible. n Overall, teaching is of a high standard. Children are inspired to learn new techniques as the childminder intentionally introduces some coloured pom-poms into a potion-making activity. This immediately captures the imagination of children who love ball play. As a result, they develop their concentration, hand- eye coordination and extend their knowledge and recognition of colours, which supports their next stage of learning. On occasion, the childminder does not

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need to do better?

always build on children's curiosity and interests to deepen their knowledge. n The childminder gets to know children very well by offering a bespoke settling-in process before they start. Robust and regular assessments ensure children's individual learning needs are consistently planned for, and further learning experiences build on what children already know and can do. As a result, all children, including those with special educational needs and/or disabilities, make rapid progress from their starting points.

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need to do better?

2 August 2024 n The childminder is an excellent role model and is highly effective at helping children follow hygiene routines, ensuring they follow routines to the end. As a result, children become increasingly independent in managing their self-care needs, such as washing hands before eating. Children frequently use good manners and say 'please' and 'thank you', often without prompting. n Children's physical and emotional needs are prioritised extremely well. Children feel valued as the childminder reminds children to respect their younger peers' privacy when she provides their intimate care routines. Additionally, children are learning to keep themselves safe, as the childminder provides consistent structure and boundaries to ensure they understand expected behaviours. Children respond positively by following her instructions to come back indoors until she is ready to go outdoors to play with them.

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need to do better?

n Parent partnerships are promoted well. Parents report excellent daily, face-to- face and online communication. They report that the childminder feels like part of the 'extended family' and regular sharing of information helps them to guide their children's learning at home. n Children develop a love of reading, which enhances the significant progress they make in their speech and language development. When young children point to a rocket, the childminder begins counting down from five. Children extend their knowledge of counting in sequence as they join in, before triumphantly shouting, 'Blast off!' when reaching zero.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n continue to strengthen teaching skills that build on children's curiosity and what they already know and can do.

p.3

Setting details

Unique reference number EY537852 Local authority Norfolk Inspection number 10355296 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 20 Date of previous inspection 23 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Diss, Norfolk. The childminding provision operates all year round from 7am until 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years 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 and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how they ensure both the indoor and outside environments are safe and suitable. n The inspector spoke to parents and read a selection of testimonies to gather their views on the childminder's setting. n The inspector discussed with the childminder how they will implement the curriculum and support all children to make progress, including how the childminder intends to plan, observe and assess children in their care. n The inspector observed the quality of education being provided and assessed the

p.5

Inspection activities

impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder and took account of their reflections. n The inspector asked the childminder questions throughout the inspection to establish their understanding of how to safeguard children.

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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

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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