Childminder in Norfolk

Inspection report for early years provision

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Unique reference number EY415611 Inspection date 02/03/2011 Inspector Andrea Snowden

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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 registered in 2010. She lives in Norwich with her partner and their four children aged between four and 11 years. All rooms in the home are used for childminding purposes and there is a garden which may be used under the direct supervision of the childminder.

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Description of the childminding

The childminder is registered to care for five children under the age of eight and there are currently three children on roll, all within the Early Years age range. The childminder is registered on the Early Years Register and the compulsory part of the Child Care Register.

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Description of the childminding

The childminder is well qualified and is a member of the National Childminding Association. The family have two cats and a dog as pets.

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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 making good progress in their learning and development and they are well provided for within the Early Years Foundation Stage. Children's individual needs are effectively met because strong relationships have developed between the childminder and the parents. Children's health and safety is well promoted in the childminder's home. The childminder has started to use reflective practice to evaluate her setting and she has made some constructive improvements.

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further?

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

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further?

 develop the risk assessments for outings further to ensure the actual venues used are assessed for hazards  develop the process for self-evaluation so that parents are able to contribute their views.

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the early years provision

The childminder demonstrates a very good understanding of her role in safeguarding children from abuse. She ensures all adults in the household have undergone suitability checks and that children are not left with any other person. She has created, and works to, a set of clear procedures which enable her to keep children safe and effectively promote their well-being. Additionally, she supervises young children closely to keep them safe. Robust risk assessments have been conducted in the home to ensure potential hazards to children are minimised, however, the risk assessments for outings are not yet complete. Although routes to the venues have been assessed the childminder has not examined the potential This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 hazards within the actual venues, which may have the potential to compromise safety. The childminder provides children with a wide selection of toys and

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the early years provision

resources which are safe and encourage children to select items for themselves. This helps them to develop their confidence and independence.

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the early years provision

Although the childminder currently has no children on roll with special educational needs and/or disabilities, she has experience in this area and demonstrates a good understanding of meeting all children's individual needs. She collects information from parents when children start with regard to their routines. This helps them to settle quickly. Children are encouraged to value one another and respect similarities and differences. There is a wide selection of resources, such as, dressing-up costumes from different countries, musical instruments and colourful puzzles and books; these depict different ways of life and help to promote children' s awareness of diversity.

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the early years provision

Partnerships with parents are already well established and communication is effective. Parents receive information about what children have been doing, for example, via the daily diary. Parents regularly see their children's assessment records and contribute to the activity plans with information about what children have been doing at home. The childminder also liaises with other practitioners in order to provide children with continuity across settings.

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the early years provision

The childminder has started to use a reflective diary to evaluate her setting and has already made effective changes. For example, she has modified the way she keeps some records and has noted activities which went well, so that they can be repeated. Through using the Local Authority quality assurance RAG system she has begun to assess her setting and devise an action plan for improvement, however, to date she has not sought feedback from parents to contribute to this.

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and outcomes for children

Children are settled and happy in the care of this childminder. She effectively supports children in their learning and reassures and encourages them when needed. She talks to young children continuously and asks open questions to promote thinking and develop language skills. The childminder makes regular observations of children at play which enables her to plan effectively to extend their learning and help children make good progress. For example, following children's interest in animals the childminder has introduced activities such as making rabbits in craft, walking the family dog and looking at animals from different countries. This successfully extends children's ideas, capitalises on their current interests and motivates them to take part in activities.

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and outcomes for children

Children enjoy arts and crafts and use a range of media to paint with. For example, they are offered chunky brushes, sponges and enjoy finger painting. They mould and manipulate play dough promoting fine motor skills, whilst trips to the local park, or running freely in the field promotes physical development. Children are acquiring the skills to support their future learning. They are introduced to number and mathematical concepts from an early age. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder asks, 'How many have you got now?' She also comments, 'That one is smaller.' The childminder introduces young children to new language, whilst developing their knowledge and understanding of the world. For example, children learn that pigs live in a 'sty' whilst playing with the toy farm animals. When celebrating Chinese New Year recently, children enjoyed role-play, tasting Chinese

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and outcomes for children

food, looking at books about the county, locating China in the atlas and looking at Chinese writing.

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and outcomes for children

Children are enabled to feel safe and secure with the childminder. She reassures children who are a little uncertain and she is warm and caring, helping to develop a sense of belonging in the setting. Children learn about the dangers of traffic and strangers when out. When in the home the childminder reminds them how to use tools, such as, scissors safely. They learn about personal hygiene from a young age when the childminder supports them in washing their hands effectively, reminding them to rub them together to make them clean.

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and outcomes for children

Children are encouraged to tidy away toys during the day, thereby developing a respect for the equipment and environment. They are encouraged to make choices and share their toys, developing positive relationships with their peers. Children are praised for their achievements and because the childminder uses positive language to correct unwanted behaviour the children respond quickly. As a result, children's behaviour is good, promoting an atmosphere conducive to play and learning. 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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