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 relaxed in the care of the nurturing, friendly childminder. They settle quickly on arrival and eagerly explore the activities on offer. The childminder asks children open-ended questions and listens with interest to their answers. She encourages them to talk about their ideas and what they are making during creative activities. The childminder is responsive, adding items to activities to extend children's play and enable their ideas. For instance, she adds dough to help children secure uncooked spaghetti for threading and uses toy animals as references when children begin to craft creatures from the dough.

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The provision is good

The childminder has a good knowledge of child development. She uses this to carefully observe and assess children's learning before planning appropriately challenging activities to support their next steps in learning. The childminder builds on children's interests to help capture their attention and encourage them to practise key skills. Children confidently join in with activities and conversations. They make suggestions and talk about their actions. Children happily describe what they have made, holding up their models and pointing out specific features. They play imaginatively, using a sheet of dough to cover up the eyes of their model explaining, 'He can't see now'. Then, they use it to play a game of peekaboo. Children feel listened to by the childminder and demonstrate high levels of self- esteem.

p.2

need to do better?

n The childminder builds positive bonds with children and joins in their play. For instance, when children explore musical instruments and sensory toys, she encourages them to make music and to describe how different objects feel. Children examine crinkly fabric books, shake tambourines and press buttons on digital music books. They demonstrate a keen interest in stories, recalling key phrases and pointing to important aspects of the illustrations. Toddlers join in with babbling, using a range of tones to mimic the older children's 'reading'. The childminder provides warm encouragement and praises their skills. n Children behave well. They learn how to play cooperatively and enjoy talking to each other during play. The childminder encourages them to be kind towards each other and take turns with toys or equipment. Children are confident to talk to visitors. They proudly show off the dough creatures and people they have

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need to do better?

made and are eager to tell the inspector about their favourite things to do at the childminder's house. n Parents provide glowing feedback for the 'wonderful, nurturing' childminder and the quality of care and education she provides. They note how much children look forward to attending and the variety of experiences they enjoy in her care. Parents praise the way the childminder supports children's development and

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need to do better?

6 September 2024 learning. n The childminder plans outings to give children opportunities to practise key skills and have experiences in the wider world. For example, they visit the zoo to see real flamingos or a soft-play centre to challenge their physical skills. n Children have lots of opportunities to develop their physical skills. For instance, they learn how to pedal ride-on toys and use the small trampoline in the garden, alongside outings to parks and play centres. This helps to promote their large motor skills. The childminder also provides varied craft and mark-making activities that help to encourage children's small motor skills. Children play boisterously. They select songs from a digital book and dance energetically. They add balls to the trampoline, delightedly noticing how they bounce as they jump. Children work together to collect the balls from around the garden in little wheelbarrows then take turns with friends to jump.

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need to do better?

n The childminder attends training and has formed a local support network with fellow childminders. She uses the ideas she gains from these, alongside her own reflections on her provision, to make changes. At times, this reflection is narrowly focused and does not holistically assess the provision to help her identify areas where changes, additions or further improvements can be made. n The childminder encourages children to do things for themselves, such as putting on their shoes and washing their hands before eating. Despite encouragement, sometimes during routines and play, children give up or lose focus quickly if a task is tricky or needs a different approach.

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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 expand methods of self-evaluation to prompt more comprehensive reflection and develop focused plans for further development or improvement n explore additional approaches to building children's resilience and perseverance when trying difficult or new things.

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Setting details

Unique reference number EY499445 Local authority Norfolk Inspection number 10351709 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 12 Date of previous inspection 9 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Holt, Norfolk. She operates all year round, from 7.30am 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 The childminder took the inspector on a learning walk through the premises to explain how the early years provision and curriculum are organised. 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 completed a joint evaluation of an activity with the inspector. n The inspector spoke to children at appropriate times during the inspection. She also took account of the views of parents through written feedback provided. 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.

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Inspection activities

6 September 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

6 September 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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