Childminder in Norfolk

Inspection report for early years provision

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Unique reference number EY413018 Inspection date 24/01/2011 Inspector Lindsey Cullum

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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 assesses 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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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 2010. She lives with her 12 year old son on the outskirts of Norwich. All areas of the property, with the exception of the main bedroom, are used for childminding. There is an enclosed garden available for outdoor play. The childminder is able to take and collect children from local schools and pre-schools. The family has a hamster and three rabbits as pets.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. There is currently one child attending who is within the Early Years Foundation Stage, who attends on a part-time basis. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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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 are well provided for in the Early Years Foundation Stage and are making good progress in their learning and development whilst in the care of the childminder. She uses her knowledge of each childs individual background and needs to successfully promote their welfare and development. Partnerships with parents and other settings are generally effective in ensuring all children are included and consistent care and learning is provided. The childminder has generally taken appropriate steps to minimise risks to children and to promote their safety. She has begun to assess her practice and considered the strengths and weaknesses of her provision in order to bring about improvement.

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further?

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

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further?

 develop further the systems for assessment and planning to ensure that children's identified next steps are routinely incorporated into individual plans for learning and development  develop further systems to share information about children's individual learning and development when they attend more than one setting, to ensure continuity  ensure appropriate fire control equipment is easily accessible and carry out regular evacuation drills, recording the details in a fire log book of any problems encountered and how they were resolved. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder demonstrates a sound understanding of her role in safeguarding children. She is clear about procedures in order to protect children from abuse and has a clear, written policy which she provides for parents, to ensure that children's welfare is fully supported. The childminder ensures that all adults who live within her home have undergone the vetting process and the children are not left with any other person. Children are able to play in safety because the childminder has completed a risk assessment of her home and garden. A visual check of all areas is carried out before children arrive each day, ensuring hazards are identified and the risks to children are minimised. Furthermore, the childminder carries out a risk assessment prior to any outings, maintaining children's safety. Emergency evacuation procedures are in place. However, the childminder has not practised these in order to identify any difficulties and the fire blanket is not immediately

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the early years provision

accessible, compromising children's safety in the event of an emergency. The cleanliness and safety of the resources and equipment provided is regularly checked by the childminder, protecting children from harm.

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the early years provision

The childminder demonstrates a professional and dedicated approach to childcare. She has completed the required training and has sought support from childcare professionals, in order to strengthen the service she provides for children and their parents. Through evaluating her practice, the childminder has already identified and implemented improvements since becoming registered as a childminder, including extending the range of resources she has available to children which enhance their learning opportunities. Appropriate policies and procedures are in place to support the childminder's practice. These are shared with parents to foster good working relationships.

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the early years provision

The childminder works closely with parents and there is a regular flow of information between parents and the childminder, ensuring that routines are followed and children's specific needs are met. Parents provide valuable information about their children when they start which the childminder uses to help children settle. Daily communication keeps parents fully informed about the day's events and children's progress. The childminder asks parents for their views on the care and education provided to ensure her provision is responsive to their views. A system for working with other carers and settings delivering the Early Years Foundation Stage to promote consistency and progression is not yet fully established.

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and outcomes for children

Children make good progress in their development, given their starting points, because the childminder has a sound understanding about how best to support children's learning through play. She is attentive to children's needs and on-hand to introduce additional resources or materials which will enhance their learning. The childminder knows the children well and successfully integrates her knowledge This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of their abilities and interests when preparing forthcoming activities. She observes the children during their play in order to assess their progress and consider the next steps for learning. However, is not systematically using this information to plan future activities which will consistently enhance all areas of children's learning.

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and outcomes for children

Children are confident, happy and secure in the childminder's home. They build strong and positive relationships with the childminder and experience a sense of belonging. The childminder promotes positive attitudes to learning and is skilled at adapting children's spontaneous play into learning opportunities. For example, whilst completing the calendar board the childminder initiates a discussion around safe practices in the sun. Children's emerging language skills are advanced through their interest in books and stories. They talk freely with the childminder during activities, join in conversations and share their ideas. The childminder introduces letters and sounds and children are beginning to recognise familiar words and understand that print carries meaning. They enjoy completing the calendar board, having observed the weather conditions as they walk home from school. This prompts lots of discussion about keeping warm in cold weather, what clothes

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and outcomes for children

should be worn, the seasons and natural environment. The childminder is skilled at asking questions which encourage children to think and problem solve. Whilst completing a puzzle, showing people and their jobs, the childminder asks what the fireman does, where you might find a lifeguard and who uses certain tools, extending children's learning. Children learn about their own community and the wider world through outings, planned activities around different festivals and celebrations and have access to positive images reflecting diversity. Children concentrate for extended periods on self-chosen activities such as puzzles. They are proud of their achievements and receive lots of praise and encouragement from the childminder, promoting their self-esteem. Resources are used to trigger children's imagination, for example they close their eyes and imagine they are swimming underwater when they have completed an underwater themed puzzle.

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and outcomes for children

Children eagerly share this imaginary world with the childminder and their parents as they are collected. A wealth of creative materials enables children to design and create using their own ideas. They have many opportunities to draw, paint, crayon, chalk and use collage materials.

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and outcomes for children

The childminder is effective in supporting children's good health and well-being. They enjoy healthy snacks and drinks are accessible at all times. Parents provide all children's meals which meet their dietary requirements unless a specific topic is planned such as Chinese New Year celebrations when the childminder provides food associated with the country. Children develop a clear understanding of the importance of following good personal hygiene routines. They are reminded to wash their hands and have individual towels to minimise the risk of cross-infection. Children benefit from daily fresh air and exercise as they walk home from school, regularly visit the park or use the garden in dry weather. They are learning to keep themselves safe as the childminder introduces safe practices. For example, children wear high visibility, reflective vests as they walk from school and are fully aware of safe road crossing practices. The childminder is a good role model and provides

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and outcomes for children

high levels of support and guidance. She helps children to manage their own behaviour and they learn to share and take turns. As a result, children feel valued and develop positive skills for the future. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 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 2 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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