Childminder in Norfolk

Inspection report for early years provision

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Unique reference number 256467 Inspection date 09/02/2010 Inspector Melanie Calway

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. 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 . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1998. She lives with her husband and two adult children in Swanton Morley, in Norfolk. Most of the childminder’s home is used for childminding. However, the craft room and one bedroom upstairs are excluded from registration. There is an enclosed garden for outdoor play. The family have a dog and a cat.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding one child in this age group. She also offers care to children over five years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder collects children from the local school and takes them on regular outings to a toddler group, the park and into town, to the library and the shops.

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Description of the childminding

The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children's individual needs are met because the childminder gets to know them very well and uses observations of their play and learning to plan activities which will help them to progress. She provides a warm and relaxed environment and has built up good relationships with the children. She works with parents to provide effective care for children and is establishing systems to encourage them to share information about children's learning and development. Clear and detailed policies and procedures inform parents about the service. The childminder takes up available training and works with a childminding advisor to develop her practice.

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further?

To further improve the early years provision the registered person should:

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further?

 develop a culture of reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children  extend the use of the outdoor area to provide further opportunities for outdoor play throughout the year.

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the early years provision

Children are effectively safeguarded from the risk of abuse or neglect as all members of the household have had the required checks. The childminder has a clear safeguarding policy outlining her duty to refer any concerns she may have This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 about children's welfare and containing all the required information to enable her to act appropriately. She has recently completed training on safeguarding. Children are cared for in a safe and secure environment. The childminder has carried out a thorough risk assessment of all areas of her home and has taken action to review any issues. The property is secure and a visitors record is maintained. A separate risk assessment is carried out for each type of outing and all the necessary permissions are obtained. Children learn about road safety and using equipment properly, when they are out. Children are given good explanations about safety at

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the early years provision

all times. They are encouraged to put toys away and they are reminded 'we might hurt our feet if we step on them'. Children are protected from the risk of fire as the fire evacuation is practised at regular intervals so that children will know what to do in the event of a fire or emergency.

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the early years provision

Children access resources for themselves which are stored in a cupboard or behind the sofa. Children are encouraged to put things away after they have finished with them, promoting their independence. Craft resources are kept in small drawers under the stairs. Toys are rotated to provide variety for children. A garden is available for outside play but is not as well used in the winter months, limiting opportunities for outdoor play. The childminder offers a welcoming and inclusive service. She talks to children about people's similarities and differences to encourage them to develop respect for other people and her resources reflect our diverse society. The childminder seeks parents' and children's views of her service and acts on any suggestions for improvement. Parents receive copies of the policies and procedures which outline how the setting runs. Information is exchanged regularly with parents about their children's care and the childminder

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the early years provision

works with them to help children to establish healthy routines. The 'All about me' book is used when children start to gather information on children's backgrounds and preferences. Parents see their children's learning records and diaries every week and the childminder is beginning to establish systems to enable parents to contribute to the assessment process, giving their own observations of children's learning. The childminder uses her links with the local school and playgroup to exchange and obtain information and shares information about individual children's learning when they attend more than one setting. The childminder has implemented improvements since the last inspection and uses her links with other childminders to keep up to date. However, she is not yet systematically evaluating her practice to identify strengths and priorities for development to improve the provision.

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and outcomes for children

Children are happy and confident in the childminder's care. She ensures that she gets to know them well so they settle in quickly. She makes observations of their play and learning and uses these to plan activities to help them to progress, for example, shopping trips and cookery activities are organised to encourage children to have a positive attitude towards food and meal times. The childminder plans activities based on her observations of children's interests and abilities but plans are very flexible and she takes advantage of spontaneous situations and enables children to initiate the play, for example, children who are interested in pouring This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 water from one cup to another are able to do this in the kitchen. Children choose from a variety of resources and activities but also enjoy helping in everyday activities, for example, mopping the floor during water play or polishing the glass

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and outcomes for children

panels in the door. Children communicate confidently with the childminder who chats to them as they play, promoting their language skills. They are confident in talking about their experiences and expressing their needs. Children have access to pens and paper to practise mark-making and they have a relaxed time enjoying stories, cuddled up on the sofa. They proudly show that they know a nursery rhyme as they sing it and teach it to the childminder.

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and outcomes for children

Children are learning to count and calculate. When they are building the train track the childminder says 'how many more pieces do we need to make eight?' and 'how many have we got now?'. Children learn about volume and weighing during activities like cooking and during water play, when they see if the water will fit into a different sized cup. Children use their imaginations playing with dolls or building dens and painting and craft activities are available. Children learn about the world around them as they go on shopping trips, make lists and buy food or as they go on listening walks to see what they can hear. There are some opportunities to play with technology and print items from a computer. Children can move around freely in the space available and are taken out for regular outings and walks. Some indoor physical equipment is available such as tunnels or stepping pads. A local park is used to give children access to large physical equipment and ride-on toys

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and outcomes for children

are available for play in the garden, which is well used in the summer. Children are encouraged to respect each other and understand the house rules. They are encouraged to say 'please' when asking for something.

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and outcomes for children

Children's health is soundly promoted. They walk out every day to ensure that they get some fresh air. The childminder has effective procedures to minimise the risk of infection and keeps important information about health matters, such as leaflets concerning the spread of swine flu. The childminder obtains all the necessary information to be able to meet children's health needs. Children are learning about good hygiene as the childminder reminds them to wash their hands before they eat and provides individual flannels for them to dry their hands to minimise the risk of cross-infection. The childminder provides healthy snacks of fresh fruits and a broadly balanced diet. She is beginning to work with parents and children to encourage them to make healthy choices. Children can access their drinks at all times. Some activities, such as shopping trips, are organised to encourage children to learn about healthy eating. Children learn to keep themselves safe as the

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and outcomes for children

childminder gives them regular explanations about safety issues, talks to them about road safety when they are out and practises the fire drill with them. They have built up warm and trusting relationships with the childminder and feel safe and secure in the setting. The childminder uses her knowledge of individual children to help them to settle and make progress. They are learning skills for the future as they progress in their learning and develop confidence and independence. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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