Papworth, Lisa

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 settle quickly in the childminder's welcoming home. They display positive attitudes to learning and join all activities with enthusiasm. The childminder plans her environment to capture children's curiosity and promote their imaginative play. For instance, she offers a wide range of natural resources, which she encourages children to investigate and incorporate into their play. Children play cooperatively with each other. They engage in imaginative play and share ideas. For example, they create a restaurant where they use the natural resources to represent different types of food for their customers.

p.2

The provision is good

Children behave well and respect each other. When needed, the childminder reminds them to be kind with their hands and words to promote their positive behaviour. When disagreements occur, the childminder engages in meaningful discussions with children about feelings and fair play. This helps children to understand what is expected of them and supports them to play well together and share toys. Children develop social skills. They regularly visit shops and parks and attend a local playgroup with the childminder to develop their confidence in playing in a larger group with other children.

p.2

The provision is good

The childminder provides strong support for children's growing independence. Children are encouraged to do things for themselves. For example, they learn techniques for putting on their 'puddle suits' for wet weather play. They change into their wellies and learn to manage their personal care. The childminder provides plenty of praise and encouragement. This helps to raise children's confidence and self-esteem.

p.2

need to do better?

n The childminder is passionate about outdoor learning. She ensures children enjoy physical outdoor play in all weathers. For example, children excitedly tell visitors about jumping in muddy puddles. They access various parks where they learn to manage risks as they climb and balance on larger equipment. n Children enjoy a wealth of experiences to develop their understanding of nature. For example, children create bird feeders as they learn there is less natural food available for birds in winter. They collect apples to feed the deer on the heath and visit a local wildlife centre where they learn about caring for seals, swans and ducks. This helps children to build a connection with nature and to develop an appreciation of living things. n The childminder has specific learning intentions for individual children during activities. For example, children concentrate intently as they work out how to access water from a dispenser, which they go on to combine with cornflour.

p.2

need to do better?

However, the childminder's enthusiasm during interactions with children means

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need to do better?

11 March 2025 that she sometimes loses focus on the learning intention of the activity. This means that children do not always achieve their intended outcomes. n Children display a strong interest in books. They listen intently as the childminder reads, and they enthusiastically repeat repetitive phrases. The childminder uses various props to promote children's engagement. They use words such as wand, whoosh and crack to describe the different events in the story. The childminder helps to bring books to life as children create broomsticks from branches they find in the woods. n The childminder supports children's early communication and language skills well. She repeats children's words to ensure they hear the correct pronunciation. The childminder creates fun action rhymes to further extend children's vocabulary and support their listening and attention skills. The childminder encourages children's speaking skills. She engages in meaningful conversations

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need to do better?

with children about their past experiences. This helps children to become confident communicators. n Parents speak highly of the childminder. They praise her outdoor learning approach and the stimulating experiences she provides. Parents say the childminder communicates effectively about their children's learning and progress, helping them to feel fully informed about their child's development. Parents are appreciative of the additional support the childminder provides, for example through the supportive strategies offered to promote children's communication and language. This helps to provide children with continuity of care between home and setting. n The childminder has a positive attitude towards her continuous professional development. For example, she has recently completed the Early Years Professional Development Programme. The childminder explains how this has supported her to further evaluate her practice to enable her to continue to

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 focus more intently on the identified learning intentions for children during activities to fully support their progress.

p.3

Setting details

Unique reference number EY466242 Local authority Norfolk Inspection number 10376285 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 6 Date of previous inspection 23 May 2019

p.4

Information about this early years setting

The childminder registered in 2013. She operates all year round, from 8am to 6pm Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for all eligible children.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years setting, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and children. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector took account of parents' written views as part of the inspection.

p.4

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

11 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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