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 feel safe and secure in the welcoming family environment. They form positive bonds with the assistants and flourish from their starting points. The childminder knows children well and has high expectations for them. She gathers information from parents about their individual needs and development, using this information alongside her own observations to identify children's next steps in learning. The childminder plans engaging activities that capture children's interest and encourage them to practise skills and develop their knowledge. Children spend extended periods of time immersed in play and exploration of the well-organised garden. They show a keen interest in the fruits and vegetables they grow in the garden. Children pick raspberries for snack time and tell visitors the names of the plants growing and what they will produce.

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The provision is good

Children develop social skills and friendships. They begin to take turns and share equipment independently. Older children help younger children. They name toys for toddlers, help them practise counting and help them to accomplish tricky tasks. Children talk animatedly about their home experiences and special events. For instance, they talk about trips to the theatre and how their mummy is going to have a baby soon.

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need to do better?

n The childminder makes good use of professional development to help her to develop her knowledge, reflect on her provision and identify potential improvements. For example, she recently accessed the national early years professional development programme and used her learning to enhance her practice in supporting children's speech and language skills. The childminder also makes use of local authority adviser support services to help evaluate her work and access specialist support for children. She encourages her assistants to share their areas of interest, such as baking and growing food, to enhance the curriculum further. n Children develop their mathematical knowledge during practical activities. For instance, they explore ways to mix coloured water to make their favourite colours. They talk about mixing yellow and blue to make green and experiment with ways to make the colour stronger or paler. n The childminder and her assistants provide lots of opportunities for children to

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need to do better?

be physically active. Children enjoy practising a range of skills, such as climbing and swinging, as well as how to challenge themselves and take appropriate risks. They practise taking turns and queuing to use equipment or resources. n The childminder teaches children key self-care skills and the importance of healthy lifestyle habits. For instance, she talks about drinking plenty of water on hot days and provides a variety of fruits and vegetables for children to try during

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need to do better?

1 August 2024 snack and mealtimes. Children learn routines, such as washing their hands before eating and after playing outside, and can talk about why they wear sun hats and use sun cream. n Children are imaginative. They collect petals to make 'potions' and use sand in the outdoor kitchen to 'cook'. Children explain that their potions can change you into any creature you like and delightedly act this out with friends and adults. n The childminder and her assistants work well as a team to meet children's needs. They communicate effectively with each other. Assistants report feeling supported and find training courses useful to build their understanding of child development. They feel confident to contribute ideas and follow children's interests. For example, when school-age children developed a keen interest in 'playing shops', they organised opportunities for children to run a stall at a 'family day'. Children sold items they had crafted and baked. They recall this

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need to do better?

readily and are eager to explain to visitors how their shop worked and what resources and toys the money raised was spent on. n The childminder knows children well and plans activities to build on what they already know and can do. She regularly assesses children's progress, which helps her to quickly identify any gaps in their development and areas where they need some additional support. However, on occasion, assistants do not ensure that their interaction with children is positive and to a high standard. This does not support children to learn about the boundaries of good behaviour and what is expected of them. n Parents praise the 'kind, compassionate' childminder and her 'friendly' assistants. The childminder regularly shares information about children's progress and activities with parents.

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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 assistants' practice to ensure all children consistently receive positive and high-quality interactions that support them to learn the boundaries for their behaviour.

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Setting details

Unique reference number EY499104 Local authority Norfolk Inspection number 10344307 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 10 Date of previous inspection 28 August 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Garboldisham, Norfolk. She operates all year round, with a range of sessions available between 7am to 6pm, Tuesday to Friday with the exception of bank holidays and family holidays. The childminder works with two assistants and provides funded early education for two-, three- and four-year-old children. She holds an appropriate qualification at level 3.

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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 childminder. n The childminder took the inspector on a learning walk across all areas of 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 and the inspector completed a joint evaluation of an activity. n The inspector spoke to children, assistants and parents at appropriate times during the inspection. She looked at relevant documentation and reviewed evidence of the suitability of all persons living and working on the premises. The inspector also took account of the views of parents through written feedback

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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

1 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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