Childminder in Norfolk

Inspection report for early years provision

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Unique reference number 256065 Inspection date 07/03/2011 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 1993. She lives with her three adult children in Thetford, Norfolk. The whole of the ground floor of the property is used for childminding. The garden is used for supervised outdoor play and the childminder regularly takes children to local parks. The family has two dogs.

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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. There are currently three children attending who are within the Early Years Foundation Stage, all of whom attend on a full-time basis. The childminder also offers care to children aged over five years. She 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 satisfactory.

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The overall effectiveness of the early years provision

Children are generally making sound progress in their learning and development while in the care of the childminder. She is beginning to make observations of children while they play to assess their learning and uses some of this information to plan appropriate activities. Children's health and well-being are suitably promoted. They are treated as individuals and the childminder works effectively in partnership to provide consistent care. The childminder has begun to assess her practice to identify areas for future development.

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further?

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

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further?

 develop further the use of observations and assessments to identify learning priorities and plan learning experiences for each child  provide information for parents regarding the childminder's safeguarding and complaints procedures  develop self-evaluation and the use of reflective practice to clearly identify specific areas for development to further improve the quality of the provision for children  promote the health of children further by ensuring they consistently adopt good hand-washing procedures and suitable sleeping facilities are readily available.

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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 some information accessible for reference. The childminder has a written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 policy on safeguarding and a complaints procedure is in place. However, these are not readily available to parents should any concern arise. The childminder ensures that all adults living on the premises have undergone the required vetting procedures and that children are not left alone with any other person. Since the last inspection, appropriate risk assessments have been carried out on all parts of the property used for childminding purposes to ensure that the environment is safe for children. Furthermore, the childminder carries out a risk assessment of any outings and ensures that appropriate equipment is carried to promote the safety of

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the early years provision

the children. An emergency evacuation plan has been drawn up for the premises and the childminder has practised this with the children. These safety measures have significantly improved children's safety while in the setting. The premises are suitably maintained. Children have access to a variety of toys and resources which the childminder checks as she sets these out on a daily basis.

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the early years provision

The childminder has attended the required training and some additional shorter workshops to keep up-to-date with childcare practices. She has recently sought the support of childcare professionals to assist her in addressing all the actions raised during the last inspection, which has had a positive impact on children's safety and welfare. She is beginning to reflect on her practice and identify areas for future development but is not effectively targeting these to further improve the quality of the provision for children.

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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 needs are met. Parents provide information about their children when they start, which the childminder uses to help children settle. Daily communication keeps parents fully informed of the day's events and children's progress. The childminder knows the children well and builds close bonds, ensuring they feel confident and secure. Children's developmental records are accessible to both the parents and their children, who enjoy looking through these and remembering recent events, such as activities at the toy library. The childminder is establishing links with other providers where children attend more than one childcare setting.

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and outcomes for children

Children are happy and settled in the childminder's care. They are provided with a suitable range of appropriate activities which contribute to their learning. The childminder gets to know children well and caters for their interests, enabling children to learn through their play. Children are confident within the childminder's home and independently access resources which are mostly stored in low-level storage containers. The childminder is beginning to make observations of children's play to assess their progress and is starting to identify some next steps for their learning. However, she is not systematically using her observations to plan activities which are targeted to meet individual children's needs and abilities to extend children their learning.

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and outcomes for children

Children thoroughly enjoy stories and listen attentively, particularly when This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 storytelling involves a puppet. They concentrate well, joining in familiar stories with the words, sounds and actions promoting their language development. Regular visits to the library enable children to choose books and extend the range accessible to the children in the childminder's home. Older children communicate confidently. They chat as they play, making voices for the animals in their imaginary games. The childminder responds sensitively to younger children's gestures and pointing and encourages children's vocabulary by using simple words when talking to them. Resources are provided which encourage children to think and problem solve. Children work together with a pulley system to move items along a board. The childminder helps children to fit different shaped 'bridges' over

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and outcomes for children

the pulley system and encourages children to experiment to see which size and shape items will fit through. Older children are able to predict whether they can transport an item the length of the board, such as a toy dinosaur, and work out which ones are too tall or wide. Children are proud of their achievements and receive regular praise from the childminder. Creative activities are provided regularly. Children enjoy cutting and sticking activities, creating small collage pictures. Opportunities for children to use additional creative materials, for example, paint and play-dough, or explore natural materials, such as sand and water, are generally provided out of the home. Children frequently attend pre- school sessions at the local toy library and confidently talk about some of the activities they have enjoyed. The childminder frequently borrows resources, such as construction materials, which interest the children and enhance the range

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and outcomes for children

available within the home. Children readily engage in their own imaginative play. They act through scenes with small cars on a roadway or with toy dinosaurs and are able to play independently.

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and outcomes for children

Children are beginning to learn about their personal safety. The childminder talks to children about taking care when younger children are crawling on the floor and handling items, such as scissors, safety. Children know they must hold the childminder's hand when walking outdoors and are beginning to understand safe road-crossing practices. Children walk to and from pre-school settings daily and are gaining a positive attitude to fresh air and exercise. They regularly visit local parks, walk to the nearby river to feed the ducks or walk in the woods. Small ride- on toys are available in the childminder's garden. Children often fall asleep strapped in to the buggy. Although this can be adjusted to enable children to sleep lying down, movement is restricted which may impact on children's well-being in the future. The childminder does not effectively encourage good hand-washing practices as children are provided with wipes or gel to clean their hands after

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and outcomes for children

toileting and before eating. Parents generally provide children's lunches which meet their dietary requirements. The childminder considers healthy eating principles on the occasions she provides meals and tries to include fruit and vegetables in each meal. Children's understanding of the society in which they live is developed through outings and play resources, increasing their awareness of culture, gender and ability. This helps children to recognise, value and respect similarities and differences between themselves and others. They are beginning to learn right from wrong, be kind to others and share. As a result, children are developing some positive skills for future life. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

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

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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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