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 Outstanding

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The provision is good

Children's interests are at the heart of the childminder's practice. She creates a rich and ambitious curriculum that focuses on helping children to develop a range of skills across all areas of learning. The homely environment fosters a sense of safety and comfort, allowing children to learn, grow in confidence and develop their sense of self.

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The provision is good

The childminder sets high expectations for children's behaviour and continually models the behaviour she wants children to adopt. Children are kind and considerate and play together harmoniously. The childminder provides positive praise for children's behaviour, and this raises their self-esteem. When children are unsure of new situations, the childminder swiftly responds to their emotional needs. Children show that they have formed secure attachments with the childminder.

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The provision is good

The childminder provides opportunities and experiences that are closely linked to children's developmental needs and interests. For example, children who show a keen interest in puzzles sit for extended periods of time, placing the pieces together and discussing the pictures they create. Activities such as these support children's critical thinking, develop their hand-eye coordination and build on their growing vocabulary.

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need to do better?

n The childminder has a very good understanding of child development and uses this knowledge to expertly support the children in her care. She embeds her teaching into daily routines, such as snack time and during planned, adult-led activities. The childminder carefully considers how these experiences can enhance the learning of all children. Children help to prepare their own snack. They learn how to use simple tools to cut the leaves from the strawberries. The childminder introduces mathematical language, such as 'half', when encouraging them to share the fruit. n The childminder makes accurate observations and assessments of children's learning, which enable her to plan a curriculum that builds on what children already know and can do. She uses her deep understanding of how children learn, as well as the observations made, to identify children's next steps in learning. These are regularly reviewed to ensure that children continue to make

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need to do better?

good progress. n The childminder continually models the correct pronunciation of words and introduces new vocabulary to extend children's communication skills. While listening to stories, children learn about nature and recall words such as 'egg' and 'cocoon'. The childminder encourages children to discuss previous

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need to do better?

6 May 2025 experiences, and they excitedly talk about finding a caterpillar while on a walk. However, occasionally, when asking questions, the childminder does not give children enough time to think, respond and demonstrate their understanding before she offers her support. n The childminder skilfully adapts her teaching to suit the developmental needs of all children in her care. She encourages older children to think about which foods are healthy, linked to the story 'The Very Hungry Caterpillar', and asks them to count the different foods they can see in the book. Younger children develop their fine motor skills as they carefully pick up pictures of different foods. They delight and cheer as they successfully push the pictures through the mouth of the caterpillar. n The childminder works closely with another childminder. The children have opportunities to widen their social circles and develop an understanding of

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need to do better?

similarities and differences between themselves and others. These networks also enable the childminder to keep up to date with changes in legislation. The childminder has completed all statutory training, such as safeguarding and paediatric first aid. She is reflective of her practice and aims to attend further training to build on her skills and knowledge. However, she has not fully implemented her plans for professional development to raise the quality of her practice to an even higher level. n Parents are highly complimentary of the setting. They comment that the childminder provides a 'warm, welcoming and safe environment' where their children have grown in confidence and independence. The childminder works closely with other settings children attend. Parents report that the communication between the childminder and the local pre-school enables them to feel fully informed about their children's learning. Parents value the support

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need to do better?

the childminder offers and state that their children are 'thriving' in her care.

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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 enhance opportunities for children to develop their communication skills and ability to process and respond to questions to extend and challenge their thinking further n build on and implement plans for professional development opportunities to further drive the quality of teaching to an even higher level.

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Setting details

Unique reference number EY426097 Local authority Norfolk Inspection number 10380384 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 11 Date of previous inspection 6 June 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Watlington, Norfolk. She operates all year round, from 7.30am to 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays. She also offers wraparound care on Monday and Friday. The childminder holds an appropriate qualification at level 3. The childminder provides government funded early education places for children aged from nine months to four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this is having on the children's learning. n The inspector observed how the childminder interacted with the children and spoke with the children present. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

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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

6 May 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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