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 Not applicable

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The provision is good

The childminder provides a warm and welcoming environment. Children's needs are consistently met with caring and nurturing responses. Children are confident in approaching the childminder and her staff for cuddles and comfort. This supports children's feelings of safety and security.

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The provision is good

The curriculum supports children to develop their independence and confidence. The childminder ensures that she knows the children well. She gathers information from parents to help her plan learning opportunities to support children's unique learning. Children's interests are used to plan activities that will enthuse them and spark their curiosity, supporting their progress and engagement in learning.

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The provision is good

The childminder and her staff respond positively to children's ideas, giving lots of praise and encouragement. They recognise children's achievements and determination to keep trying. Children are supported to find solutions through simple questioning and introducing additional resources. This helps children to meet their own goals and encourages self-confidence and resilience. Children develop their independence as the childminder encourages them to complete self- care tasks, such as finishing pulling their zips up or peeling their fruit.

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The provision is good

The childminder and her staff are good role models for children's behaviour. They consistently show children kindness and respect. The childminder and her staff support children to resolve minor disagreements through discussions and explanations.

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need to do better?

n The childminder is clear about what she wants children to learn. The focus is on supporting children to be confident, independent and ready for the next stage of their learning. Learning through play is based on the children's interests. This helps children to be motivated and engaged in their learning, supporting ongoing participation and development. n The childminder plans daily activities for children. Using children's interests alongside adult-initiated topics, the childminder provides opportunities for children to explore what they already know and introduces new learning. This means children access a wide and interesting curriculum to extend their knowledge. n The childminder demonstrates a good understanding of how to develop children's language and communication skills. She uses lots of short, simple words to communicate with young children and encourages them to practise familiar words. The childminder repeats words back to children and pauses to

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need to do better?

offer them enough time to respond. The impact of this is that children benefit

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need to do better?

24 October 2024 from back-and-forth interactions at an appropriate level that they can learn and develop from. n The childminder shows children that their play is highly valued through engaging with their ideas. When children built a tall tower of flowers, the childminder verbally praised them and took a photo to show parents. This helps to develop children's confidence and self-esteem. The childminder and her staff make use of opportunities to explore mathematics with children. For example, they count objects during water play and use mathematical language linked to shape and size. n There are high expectations in place for children's behaviour. These are modelled well by the childminder and her staff, who talk to children with respect and consistently use 'please' and 'thank you'. Children are also reminded of expectations, such as how to use resources safely and being supported to share. However, staff do not consistently help children to learn about risks and how to

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need to do better?

keep themselves safe. n The childminder adopts reflective practice to support the continuing development of the provision. Views of parents are gathered and used to plan changes. The childminder and her staff hold discussions to reflect on children's development and practice, including how to adapt the environment to offer children even more opportunities to engage in outdoor play. This reflective practice supports the childminder to ensure that children are provided with a good-quality learning environment and opportunities to continue their learning. n The childminder has recently employed additional staff. She implements the requirements when employing assistants, for example, an induction process is in place to help them understand their roles and responsibilities. However, the childminder has not put plans in place to support the additional staff's continued professional development so that children continue to make the best possible

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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 consider how children can be supported more effectively to learn about risk and how to keep themselves safe n continue to develop plans to support staff in developing their knowledge and practice so that children continue to make the best possible progress.

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Setting details

Unique reference number 2757167 Local authority Norfolk Inspection number 10349469 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 Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Swaffham, Norfolk. Operating times on Monday, Tuesday and Friday are from 8.15am to 5pm, and on Wednesday and Thursday from 8am to 4.30pm, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with assistants. The childminder provides funded early years education for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out joint observations of group activities with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n Parents' views of the setting were shared with the inspector.

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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

24 October 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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