Rice, Tina

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children enthusiastically enter the setting, beaming with joy when greeted by the warm and nurturing childminder. She knows every child she cares for incredibly well. The way the childminder prioritises children's social and emotional well-being is exemplary. She goes above and beyond to work with parents and children to tailor specific settling-in processes. This ensures children's familiar daily routines are replicated, so they continually feel safe and secure. Children are extremely well-behaved and polite, often saying 'thank you' without prompting. Children benefit from weekly outings to playgroups, where they can practise making friendships. The childminder always models respectful manners, such as listening and giving them time to voice their opinions.

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The provision is outstanding

Children are given space and freedom to practise new skills. When children are learning to sip water from an open cup, the childminder introduces this new experience when children are relaxed and receptive. In a calming environment and with her patience and encouraging words, children feel empowered and confidently have a go. Because of this, children become increasingly independent in their self- care. The childminder displays genuine pride and gives meaningful praise for children's efforts and achievements, which motivates them further. Children are thriving and making significant progress from their stating points in all areas of their learning and development.

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need to do better?

n The childminder's teaching is superb. Meticulous ongoing assessments of children's progress and getting to know their interests means that bespoke, purposeful learning experiences are always provided. For example, after identifying a gap in children's stacking skills, the childminder intentionally places some building blocks next to a child's favourite activity. This sparks their curiosity and focus as they follow the childminder's lead and start making a tower. The childminder suggests ideas to prevent the towers from falling down. As a result, children try these ideas, developing perseverance and problem-solving skills, such as pressure and speed, when repeatedly trying to balance blocks on top of each other. Positive behaviours, such as turn-taking, are also promoted very well. n Any gaps in children's learning are identified swiftly. The childminder demonstrates her extensive knowledge and experience of sensitively working

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need to do better?

together with parents and appropriate external agencies to ensure all children, including those with special educational needs and/or disabilities, have their individual needs met effectively and consistently. n Parents applaud the marvellous daily, reciprocal communication they have with the childminder. Parents report that before children arrive each day, they can

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need to do better?

27 November 2024 share their child's morning so far through online and face-to-face communication. Parents explain that this personal touch means the childminder adapts her plans daily, which ensures the learning and fun-filled opportunities she has planned will help children achieve the best outcomes possible. n Children can develop their physical skills in the outdoor garden, where resources cover all areas of learning. Children feel a sense of belonging as they explore the local community with trips to the local parks and zoo. They begin to understand the world through these real-life, awe-inspiring trips. Children who prefer learning outside develop their mathematical skills, such as number recognition, by hunting for numbers on the doors of houses in the local area. n The childminder is remarkably reflective on her practice to ensure she champions diversity and inclusion the best she can. For example, the childminder

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need to do better?

asks parents to share ongoing, familiar key words that are important in children's everyday lives, for those who speak English as an additional language. The childminder uses these to support children to easily make connections with the new ideas and skills that are being taught. As the childminder introduces these words when she reads to them, children giggle happily and develop a lifelong love of reading. n Healthy lifestyles are promoted tremendously well. Children can grow fruit and vegetables from seeds and learn about life cycles. The childminder embeds healthy eating habits by offering nutritious snacks. After children enjoy eating some raspberries, the childminder shows them pictures of raspberries growing, which prompts meaningful discussions that embed healthy food choices. Parents commend how the childminder respects and follows their choice of weaning routines and food preferences.

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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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Setting details

Unique reference number EY539561 Local authority Norfolk Inspection number 10364315 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 3 Date of previous inspection 30 January 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Norwich in Norfolk. She operates her service Monday to Friday, from 7.30am to 6pm, for 39 weeks of the year. The childminder holds a relevant early years qualification at level 3. She provides funded early education for all eligible children.

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Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intention for children's learning. The childminder discussed with the inspector how she ensures both indoor and outdoor environments are safe and suitable. n The inspector spoke with parents to gather their views on the childcare setting. n The inspector discussed with the childminder how she will implement the curriculum and support all children to make progress, including how she intends to plan, observe and assess the children in their care. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and childminder carried out a joint observation and their evaluations were taken into account. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children.

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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

27 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

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