Funnell, Esme Louise

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

p.1

The provision is good

The childminder provides a home-from-home environment for children, providing learning opportunities that are interesting and spark children's attention. Children are given opportunities to make choices throughout their play and develop a love of learning. The childminder has a good understanding of the skills children need in preparation for school. She teaches children to be independent with toileting and dressing and ensures they have effective communication to enable them to share their needs and ideas. Children are confident and curious learners, ready for their next stage of learning.

p.2

The provision is good

Children's behaviour is good and they are kind and considerate to their peers. They confidently call friends to join their play and initiate conversations between themselves. The childminder teaches children good social interactions through modelling behaviours. This helps children to understand what is expected of them throughout the day. Children offer help, passing hand towels when washing their hands and offering comfort when a friend is feeling sad.

p.2

The provision is good

Children demonstrate a positive attitude towards their learning. They are excited to join in activities and explore. For example, when the childminder provides a treasure chest full of different objects, children are eager to find out what is inside. They explore and ask questions about the objects they find and the childminder encourages children to share their ideas. She supports this further by adding factual information and extending children's knowledge.

p.2

need to do better?

n Children learn about the world around them. They enjoy bug hunting in the garden, using the magnifying glass to investigate. The childminder teaches children about different insects, and they talk about the woodlouse habitat. Children confidently discuss what they have been learning about recently and they recall their past learning, sharing what they know about pollen in the flowers and how bees make honey. n The childminder teaches children about a range of festivals and religious events. Children learn about major celebrations and local festivals in their community. Additionally, the childminder uses outings to spark conversations about the similarities and differences between families and people. Children develop a good understanding of disabilities and different family arrangements, and become accepting of others. n The childminder helps children to recognise and name their own emotions by talking about how they are feeling. However, she does not always deepen

p.2

need to do better?

children's understanding of emotions further, to help them understand why they or another person may be feeling this way, or discuss how their actions may

p.2

need to do better?

4 June 2025 have an impact on others. n Story time is an opportunity for children to develop their listening and attention skills. The childminder reads to children, skilfully pausing to allow children to join in with repeated phrases and share their own ideas. At other opportunities, children sit and look at books independently, developing their love of reading. n There are a range of physical activities for children to choose from. For example, younger children balance across wooden beams and older children practise riding the balance bikes, developing core strength and balance. Children enjoy building dens, using large pegs that develop hand strength. Chalks, pencils and a range of tools in the water and mud kitchen also support good gross and fine motor development. n The childminder offers a healthy and well-balanced menu and talks to children about the foods they are eating. Children learn about how different foods benefit

p.2

need to do better?

their bodies and help them stay healthy. Additionally, children take part in regular cooking activities, helping them to understand how food is prepared and where it comes from. They confidently help with preparation and enjoy making a range of foods, such as butter and pâté, that is used in their meals. n The childminder provides a good standard of care and education for children attending her setting. However, she has not yet gained a strong knowledge of local procedures for children with special educational needs and/or disabilities. n The childminder has developed strong parent partnerships with effective communication methods in place. The childminder shares regular updates with parents and they are well informed about their children's learning and development. Additionally, the childminder shares ideas with parents to support home learning opportunities and help children to make quick progress.

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 strengthen teaching even further to help children gain a deeper understanding of emotions and feelings n explore training opportunities to strengthen knowledge of best supporting children with special educational needs and/or disabilities.

p.3

Setting details

Unique reference number EY411203 Local authority Norfolk Inspection number 10398109 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 7 Date of previous inspection 3 October 2019

p.4

Information about this early years setting

The childminder registered in 2010. She operates all year round from 7.15 to 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder also provides wraparound care only on a Monday and Friday before school, from 7.15am to 9am and after school, from 3.15pm to 5.30pm. The childminder provides government funded early education for all eligible children.

p.4

Inspection activities

n The childminder joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. 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 The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder spoke to the inspector about how they support children with special educational needs and/or disabilities.

p.4

Inspection activities

4 June 2025 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.

p.4

Inspection activities

4 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6