Childminder in Norfolk

Inspection report for early years provision

p.1

Unique reference number 256394 Inspection date 16/02/2011 Inspector Jacqueline Mason

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 1993. She lives with her husband in Hellesdon on the outskirts of Norwich. All areas of the downstairs of the property are registered for use by minded children. There is a fully enclosed garden for outdoor play. Local amenities are within walking distance of the home. The family has two guinea pigs, a rabbit and a dog as pets.

p.4

Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of six children at any one time. She is also registered on both the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for 11 children on a part-time basis, four of whom are in the early years age group. Overnight care is not provided.

p.4

Description of the childminding

The childminder holds a relevant early years qualification and is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The setting is well-organised and fully inclusive. This helps to ensure that all children are able to participate in activities that are appropriate to their age and stage of understanding and make good progress in their learning and development. The childminder has friendly and trusting relationships with parents and works in partnership with others who provide care and learning for the children. All policies necessary for the safe and efficient running of the setting are in place and requirements are met with regard to health and safety. The childminder evaluates her setting effectively to identify and monitor the strengths and weaknesses of the setting in order to promote better outcomes for children.

p.4

further?

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

p.4

further?

 develop the planning of adult-led activities to ensure a balanced learning experience for all children that takes into account all areas of learning and the next steps in their learning and development.

p.4

the early years provision

The childminder has a good knowledge and understanding of safeguarding issues. She is aware of the signs and symptoms of abuse to help her recognise when children may be at risk and knows how to report concerns in line with Local Safeguarding Children Board guidelines. Comprehensive risk assessments are carried out for indoor and outdoor spaces used by children. The childminder has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 identified risks and taken effective steps to minimise hazards. Risk assessments are in place for outings to ensure that community facilities used by children are safe and that any risks are identified and managed.

p.4

the early years provision

The environment is organised effectively to meet children's individual needs and an extensive range of toys and resources are provided that are stored to enable children to access independently. Each child's needs are recognised and catered for in consultation with parents. Individual routines, with regard to feeding and sleeping routines, are followed and this helps to promote continuity of care. In addition, the childminder meets the interests of school-aged children by encouraging them to attend after-school clubs, such as the gardening club. Information about the children s day is shared verbally with parents when they arrive to collect their child. Parents are encouraged to be involved in their children's learning and often 'stay and play' at the end of the day if children are engrossed in an activity when they arrive to collect their child. The childminder is confident to work with others who provide care and learning for the children and

p.5

the early years provision

successfully shares information with them to promote children's achievements, well-being and development.

p.5

the early years provision

All necessary policies and procedures are in place to promote the efficient and effective management of the setting and these are routinely shared with parents. As a result, parents are able to make fully informed decisions about their children's care. The childminder is fully aware of the strengths of her setting and areas for development. She involves parents in her self-evaluation through the use of questionnaires and has a clear and achievable plan for developing and moving forward in her continuous improvement. This includes talking to older children about behaviour management and encouraging them to take ownership of what they suggest and consider to be fair ground rules.

p.5

and outcomes for children

The childminder meets the needs of individual children well and plans an interesting range of adult-led activities as well as promoting child-initiated play. Through this, no individual child, or group of children is disadvantaged although planning is not robust to ensure that all areas of learning are addressed. The childminder knows the children very well. She observes their play and learning but has not sufficiently developed the methods to evaluate her observations to enable her to be precise in her identification of the next steps in children's learning. However, she considers all children's interests and abilities when planning exciting activities to support their overall learning and development. She uses children's interests when planning activities; for example, children showed a good interest in origami. They made paper aeroplanes and the childminder extended this to promote learning about transport.

p.5

and outcomes for children

The childminder provides a welcoming and stimulating environment which helps children to be settled and happy in her care. She follows consistent routines that promote children's sense of security and belonging. Children are developing in confidence as they know what happens next throughout the day and have very This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 good relationships with the childminder. They receive lots of attention and are treated with genuine warmth and positive regard. Children are developing close attachments to her and confidently go to her for cuddles and for support with activities. Their personal, social and emotional development is further promoted because the childminder takes children on outings into the local environment. They visit toddler groups, the childminding support group and the local Children's Centre as well as other places of interest, such as, the park, library and museum. The

p.5

and outcomes for children

childminder teaches children about road safety, helping them learn how to keep themselves safe when on outings. They are encouraged to be active and develop an awareness of the importance of a healthy lifestyle. Children understand the importance of personal hygiene, confidently asking for help with wiping their nose and disposing of tissues in the bin.

p.6

and outcomes for children

The childminder helps children learn about colour, number and shape through being actively engaged in children's play. She talks to children about what they are doing and encourages conversation, naming colours and encouraging children to count. She promotes the discussion of illustrations in picture books and children are encouraged to repeat unfamiliar words. Through this they are developing their vocabulary and communication skills. Children's ability to apply skills appropriate to their age and their enthusiasm to explore and investigate helps to ensure that they are developing skills for the future to contribute to their economic well-being. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

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

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8