Butler Wendy Marie

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 relaxed and content in the childminder's care. They demonstrate that they feel safe and secure in her home. Children settle quickly and develop a positive attitude towards learning. From a young age, they are eager to explore the toys and equipment on offer. Babies join in with older children's play, exploring the resources with their senses as the childminder encourages them to babble and practise their early language skills. Older children pay close attention to adults during play, copying problem-solving actions such as how to retrieve toys stuck in containers.

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The provision is good

The childminder has a calm, direct manner that helps her to defuse disagreements over toys and provide clear 'now and next' plans, while promoting positive behaviour effectively. Children develop a solid understanding of her expectations. They begin to independently follow rules and can remind their friends of them. Children demonstrate high levels of self-esteem and show that they feel listened to by the childminder, asking her for help and sharing stories about their important people and home events.

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The provision is good

The childminder knows children well. She plans appropriate activities that make use of children's interests to capture their interest and support their next steps in learning. The childminder follows a carefully sequenced curriculum that has strong ambitions for every child. She also makes links with local settings and schools, providing reports to support continuity for children as they move on to their next stage of learning.

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need to do better?

n The childminder has a very positive attitude to managing her work and well- being to support her practice and the quality of the care she provides. For instance, she carefully considers her working hours and numbers of children to enable her to meet their individual needs to a high standard as well as maintaining a good work-life balance. n Parents give glowing feedback about the 'nurturing' childminder and 'fantastic' care she provides. They note the strong communication between the setting and home, appreciating the way the childminder keeps them appraised of children's achievements, daily activities and progress in learning. Parents comment on the progress their children have made in communication and social skills, as well as the positive bonds the childminder builds with children that help them to thrive. n Children play energetic chasing games together and develop their physical skills in the garden. They practise taking turns on ride-on toys and learn how to

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need to do better?

negotiate paths as they move around the garden, calling 'nee naw' and ringing a bell as they pretend to be police officers. Older children interact kindly with

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need to do better?

17 September 2024 babies and recognise that they need to be gentle with them. They pull faces, make funny noises and laugh as babies 'boop' them on the nose and reach for toys. n The childminder teaches children how to play games. She explains the rules clearly and demonstrates how to use the tools and pieces of a colour-matching dice game. The childminder encourages fairness and turn-taking with humour, reminding children to roll the dice freely without trying to influence the outcome in their favour. Children focus as they play a game. They learn to take turns and practise using tongs to collect the pieces they win. Children triumphantly name the colours on the dice and search for the matching pieces they have won. n Children are familiar with routines for handwashing and know that it is important to clean their hands before eating when they have worked up an appetite playing outside. The childminder ensures that children have access to water

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need to do better?

throughout the day. She encourages parents to provide healthy lunches and snacks. This helps to promote children's health and well-being. n The childminder is well organised and ensures she attends mandatory training regularly. She has carried out some self-evaluation, but this is not focused enough to generate targeted areas for further improvement in her provision or practice. n The childminder uses her knowledge of children's learning and individual interests to enhance their play and concentration in activities. This helps to engage children in their learning. They learn how to focus for extended periods of time and independently continue to explore equipment and resources after the natural end of activities. However, at times, the childminder does not always extend activities or experiences to challenge children further when they demonstrate competency or readiness to develop their skills and knowledge to

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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 make stronger use of targeted self-evaluation and professional development opportunities to consider practice and identify areas to change or improve even further n consider ways to adapt teaching and learning experiences to challenge children's skills and expand their understanding to an even higher level.

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Setting details

Unique reference number 255952 Local authority Norfolk Inspection number 10355167 Type of provision Childminder

p.4

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 7 Date of previous inspection 20 November 2018

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Information about this early years setting

The childminder registered in 1993 and lives in Wymondham, Norfolk. She operates all year round, from 7.30am to 5pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a relevant childcare qualification at level 3.

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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

17 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

17 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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