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

The childminder welcomes children into the setting, where they are happy and confident. Children attend settling-in sessions, and the childminder uses this opportunity to begin building relationships with children and families. She talks to parents about children's daily routines and what they already know and can do. This supports their transition into the setting.

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The provision is good

The childminder provides a vast range of outings in the local community. Children visit the soft-play centre to develop their physical skills and enjoy exploring the local woodlands, where they learn about the world around them.

p.2

The provision is good

Children behave well and learn how to interact with others. The childminder models language and interactions for children to copy. For instance, when children are building, the childminder suggests, 'You can put one on too,' inviting children to join in group play. Children learn to play together and demonstrate a good level of sharing and turn-taking skills. Older children are given responsibility. For example, they build bridges and models for the younger children to play with. This gives them a sense of belonging and helps them to feel respected in the setting. Children demonstrate their high levels of confidence throughout the morning. They confidently talk to visitors and engage in two-way conversations with the childminder. Children enjoy singing and lead the group singing session. The childminder provides praise to promote children's confidence and self-esteem even more.

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need to do better?

n The childminder prioritises children's health and happiness. She encourages children to take part in daily physical activity, as well as providing healthy foods and teaching children about healthy options. Children also learn about the importance of oral hygiene, and the childminder shares information with parents about this topic. She incorporates activities in the setting that teach children how to clean their teeth effectively and extends this to teach children why this is important. n Children are given opportunities to develop their imaginative play. The childminder role models and joins in with children's play well. Children enjoy playing with dolls, changing their nappies, feeding them and rocking them to sleep. They learn to be kind and develop empathy for others. n Children demonstrate good mathematical skills throughout their play. They count and use positional language when building with bricks. The childminder extends

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need to do better?

this by encouraging children to count objects, such as the dolls they are playing with, and children demonstrate their abilities when practising these skills. n The childminder knows the children very well. She tracks their learning closely

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need to do better?

15 November 2024 and identifies key next steps for children to work towards. Children engage in meaningful learning opportunities. That said, the childminder does not always consider the impact that the environment can have on children's engagement and concentration skills. At times, children become distracted, and this has an impact on the level of learning that takes place. n The childminder has good relationships with parents. She shares regular information via messages and face-to-face conversations to ensure that parents are well informed about their children's day. Furthermore, the childminder shares information regarding children's learning, keeping parents up to date with what children are learning at the setting. However, she does not extend this to help parents understand how they can support children's learning at home. n The childminder has a good understanding of readiness for school. She teaches

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need to do better?

children to be independent and develop good listening skills. Children confidently demonstrate how they take their shoes off when they arrive at the house. This supports children's transitions to school so that they are able and ready to learn. n The childminder has developed a high standard of partnership working with the local schools and other early years settings that the children attend. She talks to key persons and teachers regularly and shares information to support children's learning. Furthermore, the childminder works with teachers and nursery staff to provide consistency in children's learning. For example, the childminder makes suggestions around toileting to support children with consistency across both settings. This has had a positive impact on their progress.

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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.

p.3

should:

n organise the indoor environment to support children's engagement and concentration skills further n extend communication with parents to help them to support children's learning at home.

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Setting details

Unique reference number EY276639 Local authority Norfolk Inspection number 10355402 Type of provision Childminder

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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 8 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder registered in 2004 and lives in King's Lynn, Norfolk. She operates from 7.45am to 5pm, Monday to Friday, all year round, term time only, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works alongside another childminder.

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Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants the children to learn. n The inspector observed the quality of education being provided and assessed the impact that this has on the children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation with the childminder. n The childminder showed the inspector relevant documentation.

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Inspection activities

15 November 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

15 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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