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

p.1

The provision is good

The childminder has created a homely environment that children explore with confidence and curiosity. The childminder plans what she wants children to learn. She observes their play to shape future activities. She offers a wide range of toys to spark interest and build skills. For example, children use various stacking toys and building blocks. This helps develop their hand-eye coordination and supports children learning through trial and error. They solve problems and learn new words as they play.

p.2

The provision is good

Children build warm, trusting bonds with the childminder. This helps them feel safe and secure. She follows consistent routines that help children feel settled. As a result, they stay focused and engage well in their learning. Children show positive attitudes. They persevere during tasks and show pride in their achievements.

p.2

The provision is good

The childminder models positive behaviour. Her instructions are clear and consistent. The childminder praises children's kindness and effort. This boosts children's self-esteem. Children respond positively and behave well. They greet visitors with smiles and confidence. Children enjoy sensory play and hands-on learning. They explore textures, sounds and colours. They are curious and willing to try new things. The setting is calm, welcoming and well organised to meet children's needs.

p.2

need to do better?

n The childminder places a focus on communication and language in her curriculum. She engages with children in regular back-and-forth exchanges. During sand play, she introduces words such as 'rough' and 'smooth'. Children explore textures with their hands. When they hesitate, the childminder gently encourages them to keep trying. She speaks clearly and repeats words correctly. For example, when children say 'gink', the childminder replies, 'Yes, that's right. It's pink'. She repeats this throughout their play. This gives children many opportunities to hear the word correctly. n The childminder knows the children very well. She identifies where children need support and sets clear next steps. The childminder understands children's learning needs. However, she has not considered how to take action in a more timely manner to ensure that children always get the help they need to support their learning promptly.

p.2

need to do better?

n The childminder focuses on helping children build strong social skills. She teaches them to play kindly, share and take turns. Children learn how to listen and respond to others. This helps them build friendships and to work well in groups. She supports children to manage their emotions and express their needs. The childminder also helps children build focus and stay engaged during

p.2

need to do better?

17 June 2025 activities. Children learn to concentrate and follow instructions. They also develop their independence, competently washing their hands and recognising when they are thirsty. This prepares them well for the next stage of learning. n The childminder reflects on her practice. She keeps up to date with guidance and legislation through supporting bodies and mandatory training. Although the childminder recognises the need for further professional development, she has not considered ways to continually build on the quality of her teaching so that children make the best possible progress. n The childminder works closely with parents. She shares daily updates through discussions and messages. Parents praise her support. They say she creates a warm, caring and welcoming space, where children thrive. Parents value the strong bond she has built with their children. n Children make good progress in their physical development. The childminder

p.2

need to do better?

offers many chances to build strength, balance and confidence. Children use indoor and outdoor spaces to move and explore. They have numerous opportunities to climb as well as swing, run and make up games together. Community trips support the curriculum, children visit local parks and link up with a nearby pre-school. These outings help children learn about the world. They meet new people and mix with others. These real-life experiences enrich children's learning and support social development.

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 identify professional development opportunities to further enhance teaching skills and knowledge n take prompt action on identified gaps in children's learning to support their progress.

p.3

Setting details

Unique reference number 256456 Local authority Norfolk Inspection number 10388585 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 3 Number of children on roll 7 Date of previous inspection 18 July 2019

p.4

Information about this early years setting

The childminder registered in 1996 and lives in a village near Great Yarmouth, Norfolk. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for all eligible children.

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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. 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 inspector looked at relevant documentation and discussed policies and procedures with the childminder.

p.4

Inspection activities

17 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

17 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