Gudgeon, Lisa Victoria

Overall effectiveness Good

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

p.1

The provision is good

The childminder has created a warm and welcoming environment for children and their families. Children demonstrate that they feel very safe and secure as they happily become deeply involved in their self-chosen play under the nurturing guidance of the childminder. They lean into her affectionately as she reads books and plays alongside them, encouraging their interests and supporting them to persevere when they find things tricky. The childminder implements simple, predictable routines that further support children's feeling of safety. Children learn to recognise what their bodies need. They observe when they are tired and cheerfully collect their bedding before settling down for their afternoon nap.

p.2

The provision is good

Through effective settling-in strategies, the childminder gathers information from parents so she can support all children's individual needs from the start. She helps them to build friendships as she chats with children about what they will do with their friends when they arrive. The childminder is clear about what she wants children to learn and adapts her teaching to meet the needs of children of different ages and stages of development. All children make continued progress towards, and are well prepared for the next stage in their learning.

p.2

need to do better?

n The childminder provides plentiful opportunities for children to learn useful life skills. For example, children learn to clean their teeth under supervision before nap time and chat happily about why this is important. Children become increasingly independent as they learn to wash their hands and put on their own boots with gentle encouragement. The childminder mindfully gives them the necessary space and time to develop confidence in meeting their own self-care needs. n Parents report very high levels of trust and satisfaction in the childminder. They comment that their children are very happy and settled and they value the feedback that she provides through digital messages and conversations. The childminder provides opportunities for parents to work with her on their children's learning and development. As well as regular updates about children's learning, she researches and provides support and guidance on wider issues

p.2

need to do better?

such as sleeping and toilet training. This ensures a joined-up approach to children's learning and development. n The childminder is very successful at developing children's emerging speaking and listening skills. She chats to them as they play together, introducing vocabulary that is linked to the activities she has planned. For instance, when they are following the progress of caterpillars in the setting, she introduces the concepts of 'chrysalis' and 'cocoon' as they consider the stages of development. She underpins this learning through reading a range of books about caterpillars

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need to do better?

13 March 2025 and supporting children to make connections between what they know and the books they read. Children delight as they use the words they have learned in their pretend play and are eager to share them with visitors. n The childminder continuously assesses what children know and can do. She plans activities that engage and challenge them. However, she does not always give them the time to rehearse the skills that they are developing before using them in planned activities. For instance, she does not consistently help children to practise their emerging counting skills before using them to match numbers of objects. This means that she misses opportunities to check their understanding and provide them with the precise support they need to make the very best progress. n The childminder provides all of the food for children who attend her setting, carefully ensuring that specific food requirements are met. She teaches them to

p.2

need to do better?

recognise when they are hungry and thirsty. Children learn to be sociable through shared mealtimes and learn to make choices about what they eat and understand the order in which food is eaten. However, opportunities for children to learn about healthy and less-healthy food options, are less well developed.

p.3

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 provide more opportunities for children to rehearse skills, such as counting and using numbers, in order to accurately identify their understanding and more precisely support their ability to apply their knowledge in planned activities. n develop further opportunities for children to learn about healthy eating.

p.3

Setting details

Unique reference number EY444398 Local authority Norfolk Inspection number 10367274 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 1 February 2019

p.4

Information about this early years setting

The childminder registered in 2012 and lives in Norwich. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development. n Children told the inspector about their friends and what they like to do when they are with the childminder. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting 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

13 March 2025 13 March 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

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