Childminder EY559869

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 are happy in the setting. They arrive eagerly and settle quickly to play with their friends. The childminder is warm and welcoming. She gets to know children very well and creates strong relationships with them. This helps children feel safe and secure. Children enjoy involving the childminder in their play. The childminder plans her activities around broad themes. Currently, children are learning about autumn. They enjoy visiting local woodlands, enriching their understanding of the natural world. The childminder carries out detailed assessments of children's learning. She has a secure understanding of what children need to learn next. By following children's interests, she ensures that children make good progress with their development.

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The provision is good

Children behave well. The childminder is a positive role model who promotes respectful interactions. She teaches children strategies to resolve minor conflicts independently, such as waiting for a turn for a toy. Her calm and patient approach helps children to develop empathy and self-regulation. The childminder supports children's independence, encouraging them to put their own shoes and coats on when going outside. She sensitively supports children to care of their own personal care needs. The childminder praises children and gives them stickers for their achievements. This helps build their confidence.

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need to do better?

n The childminder prioritises children's safety both within the setting and out in the community. She teaches children to assess risks and make safe choices. For instance, when children try to unlock the back door, the childminder asks them to consider the potential dangers. This fosters an early awareness of personal safety. n The childminder provides good support for children's physical skills. Outdoors, they thoroughly enjoy using the gymnastics mat to practise their balancing, running and somersaulting skills. Indoors, the childminder plays games with children that promote dexterity and hand-eye coordination, such as setting up train tracks. This helps children to refine their fine and gross motor skills. n Children make good progress with their communication. The childminder speaks clearly. She models pronunciation as she gets down to children's level so they can observe her mouth movements for more difficult words, such as 'fizz' and

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need to do better?

'spoon'. The childminder regularly sings and reads stories with children, such as 'Goldilocks and the Three Bears'. This helps children to recall and sequence key events. However, routine activities, such as circle time, are not always fully utilised to support the individual learning needs of all children. n The childminder uses effective teaching skills. She uses stories and gestures to help children understand the difference between small, medium and large. The

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need to do better?

10 September 2025 childminder provides children with frequent opportunities to count and offers appropriate challenge for most able children. The childminder is skilful at identifying learning opportunities. Outside, she helps children notice the patterns their muddy footprints make on the gymnastics mat. Children take off their shoes to look at the patterns and see how they match. n Parents are highly satisfied with the care and education their children receive. They appreciate the daily updates from the childminder about their children's progress. They comment on her welcoming environment and value the regular trips out into the community. The childminder works with parents to support children to develop the skills they need for the next stage in their education. n The childminder works with local childminders to plan trips out of the setting. They visit parks, farms and other places of interest. These experiences broaden

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need to do better?

children's understanding of the world and build their confidence and social skills. n The childminder promotes healthy eating in partnership with parents. Mealtimes are sociable occasions, with children engaging in conversation about the colours of their bowls and how they match their fruit. This makes learning meaningful. n The childminder is very proud of her setting. She works closely with other childminders to share good practice and attends training to develop her knowledge and skills. She has reflected on, and refined, her practice, carefully considering her learning environment and resources to ensure that they have a purposeful impact on children's development.

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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 make more effective use of routine activities, such as circle time, to consistently support and extend the learning of all children, particularly in relation to their individual next steps.

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Setting details

Unique reference number EY559869 Local authority Norfolk Inspection number 10398461 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 5 Date of previous inspection 23 October 2019

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Information about this early years setting

The childminder registered in 2018 and lives in North Wootton, Norfolk. She operates during term time only, from Monday to Thursday, 8am to 5.15pm. The childminder provides government-funded early education for all eligible children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims for her early years foundation stage curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 September 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.

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Inspection activities

10 September 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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