Jeffery Emma Jane

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 provides a safe and welcoming environment for children. She is caring and responsive to their needs. For example, she offers children a cuddle when they are tired or need some reassurance. The childminder has established secure relationships with children. They happily move around freely and explore the resources on offer. She knows the children well and plans activities that build on their interests. The childminder sits on the floor with them to play simple games, such as snakes and ladders. She supports the younger children to count the number of dots on the dice. This helps to develop their numeracy skills. Furthermore, they happily take turns and play cooperatively together. The childminder encourages children to follow instructions. For example, they help to tidy the toys away. The childminder rewards children's positive behaviour through verbal praise, which builds their self-esteem and confidence.

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The provision is good

The childminder plays alongside children as they engage in imaginary play. For example, children pretend to make cups of tea for each other and make ice cream. They show good language skills when they talk about the variety of flavours. The childminder introduces new words such as 'coconut'. Consequently, children are building a wide range of vocabulary.

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need to do better?

n The childminder works well with parents and keeps them informed about children's progress. For instance, she talks with parents each day and provides them with updates by sending secure electronic messages. The childminder works in partnership with parents to support children's key milestones, such as toilet training. n Children benefit from good opportunities to learn about the natural world. For example, they eagerly observe the harvesting of potatoes from the adjacent field. This helps children to learn about where food comes from. Furthermore, they visit the local woods where they search for bugs, view the change in seasons and enjoy the wildlife. n The childminder supports children's communication and language development well. She reads familiar stories and sings rhymes throughout the day. For example, children eagerly join in with the actions as they pretend to hop like bunnies to their favourite song. Children sit close to the childminder and look at

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need to do better?

a variety of books together. They listen intently and help to turn the pages. n Children make good progress in their physical development. They practise a range of physical coordination skills with the childminder, such as throwing and catching balls. n The childminder plans activities that capture children's interest and curiosity. For example, children explore different textures, temperatures and sensations when

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need to do better?

16 August 2024 they play with ice. She describes what children are experiencing such as 'cold' and 'freezing'. They use hammers to break the ice to retrieve objects trapped inside. They learn how warm water melts the ice. n Good hygiene routines are embedded. Children are becoming independent in self-care. For example, they know to wash their hands before they eat. This helps to promote their health and hygiene. Furthermore, the childminder supervises children closely during mealtimes to help keep them safe. n The childminder supports children to develop an understanding of appropriate behaviour. She is a strong role model who demonstrates good manners and respect. As a result, children are polite and well behaved. n The childminder plans a curriculum that is generally broad and varied. Children make progress over time, especially in their speaking. The childminder knows what she wants children to learn by the time they go to school. However, at

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need to do better?

times, the childminder's planning is not sufficiently focused on the current learning needs of the children. This means that sometimes she plans activities that are not precisely tailored to what children need to learn next. n The childminder reflects on and evaluates some areas of her practice to promote continuous improvement. However, she does not precisely identify and use professional development opportunities as well as she could to further extend her teaching skills and knowledge.

p.3

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.

p.3

should:

n plan more precisely for each child's next steps in learning during activities, so they make even better progress over time n enhance professional development to focus more sharply on improving knowledge and skills further.

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Setting details

Unique reference number 256257 Local authority Norfolk Inspection number 10355005 Type of provision Childminder

p.4

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 27 Date of previous inspection 14 November 2018

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Information about this early years setting

The childminder registered in 1993 and lives in a village near to King's Lynn, Norfolk. She very occasionally works with an assistant. The childminder operates all year round, from 7.15am to 7.15pm, 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 her evaluation of her 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 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. n Discussions with the childminder were held by the inspector to assess her knowledge of the safeguarding and welfare requirements of the early years foundation stage.

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Inspection activities

16 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

16 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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