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 are happy and settled. They build strong bonds with the childminder and her staff. The childminder plans a well-thought-out curriculum that follows children's interests and supports their next steps. Children's communication skills develop well. They follow instructions and confidently express their needs and wants. For example, when children use scissors, the childminder offers gentle reminders about keeping safe. She supports them to keep their elbows in and their thumbs up. The childminder provides hands-on experiences. Activities such as gardening and growing food build on children's practical life skills. Children learn about nature and healthy eating. These experiences spark curiosity, encourage responsibility and promote sensory exploration.

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The provision is good

Children access resources freely, which builds their independence. Making choices boosts their confidence and decision-making skills. Children explore, solve problems and take pride in their play. This supports deeper learning and overall development. The childminder uses additional funding effectively. She targets it to meet children's individual development needs. For example, she purchased a playhouse to support inclusive play outdoors.

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The provision is good

The childminder teaches children right from wrong and challenges them when they use unkind words. This helps children's social and emotional development. Children learn boundaries and make positive choices. They develop empathy and respect for others as they are supported to be kind to one another and listen when their peers are talking. This guidance builds self-control, responsibility and healthy relationships.

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need to do better?

n The childminder carefully selects resources to support children's learning and development through play. She plans activities to build on children's skills and meet their individual learning needs. This creates focused and engaging learning experiences. Well-resourced areas support the learning the childminder has planned for children. As a result, children stay engaged and concentrate for long periods. For example, when children are sorting and matching pairs of socks, the childminder adapts her teaching to children's different mathematical abilities and next steps. n The childminder and her staff interact well with children. Children show a love for stories and books, and the good use of props helps children to stay focused on stories. Children take turns talking about the story and answering questions. This helps to develop their language, imagination and concentration. It also strengthens their listening and understanding skills.

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need to do better?

n The childminder and her staff encourage children to dress themselves for

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need to do better?

19 February 2025 outdoor play, promoting their independence. However, they do not correct children when their wellies are on the wrong feet, checking for comfort instead of teaching them how to put them on the right feet. n The childminder and her staff interact with children as they play, skilfully asking them to recall past events and activities. This strengthens children's memory, thinking and communication skills. It helps children to connect their learning and deepen their understanding. Children also gain confidence in sharing their thoughts. n The childminder encourages staff to reflect on their practice to help them continually improve the quality of care and learning. They complete relevant training to build their knowledge and skills. This helps staff to identify what works well and also highlights areas for development. As a result, staff adapt to meet children's individual needs, which leads to better outcomes for children.

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need to do better?

n The childminder teaches children table manners when having lunch to support their development. This builds social skills and emotional control. It also strengthens their fine motor skills and boosts their confidence. This supports children to learn how to behave in social situations. n The childminder and her staff know their key children well and understand their needs. They use this knowledge to plan activities that support each child's development. Regular observations help them to identify areas where children need extra support. This information is shared with parents through daily conversations and updates. Strong communication helps parents continue their child's learning at home. This partnership supports consistent progress and strengthens children's development.

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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 opportunities for children to learn the skills needed to complete tasks independently.

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Setting details

Unique reference number EY477954 Local authority Norfolk Inspection number 10372143 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 25 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Bradwell. She works with two assistants. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides government funded early 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 inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum.

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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

19 February 2025 19 February 2025 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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