Childminder in Norfolk

Inspection report for early years provision

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Unique reference number EY332026 Inspection date 19/07/2011 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 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 2006. She lives with her husband and two children, aged five and eight years in Downham Market, Norfolk. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The family has a dog and two cats, two guinea pigs, a rabbit and some tropical fish are kept upstairs.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding two children in this age group. She also offers care to children aged over five years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and takes children on regular outings to toddler groups, the supermarket and the park. She 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 knows them well and uses observations of their play and learning to plan for their progress. They have built up positive relationships with the childminder and are happy and settled in her care. The childminder provides parents with useful information about the service and a regular exchange of information takes place about individual children's learning and development. The childminder is keen to attend training and uses a range of methods to reflect on her practice in order to identify areas for development.

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further?

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

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further?

 develop the partnership with parents further by encouraging them to contribute to the assessment process with their own knowledge of children's achievements  review some aspects of the learning environment to further develop children's independent access to some activities.

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the early years provision

Children are effectively safeguarded from the risk of abuse or neglect because the childminder and all members of her household have had the necessary checks. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 has a clear policy on safeguarding and is aware of her responsibility to refer any concerns she may have about children's welfare. She attends safeguarding training at regular intervals and has all the relevant information to be able to take appropriate action. Children are cared for in a safe and secure environment. Risk assessments have been carried out on all areas of the property and a separate risk assessment is carried out for each type of outing. Necessary equipment is in place, such as, socket covers and stair gates and children are well-supervised at all times. Monitoring cameras are in place in the play room and an upstairs room, to be used as needed. Pets are managed in such a way as to pose no health and safety risks

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the early years provision

to children, for example, the dog is kept in a separate area and children are closely supervised if they do come into contact with the pets. Fire prevention equipment is present and tested frequently. A fire evacuation is practised at regular intervals to ensure that the childminder and the children know what to do in the event of a fire or emergency.

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the early years provision

Children are able to move freely between the play room and the living room and access a good range of resources, most of which they can select for themselves. They are also able to play in the garden when they want to and further equipment is selected from the garage if necessary. The childminder provides useful information for parents about the service, for example in the form of a prospectus and the setting's policies and procedures. She obtains detailed information about the children's care, routines, and interests. She uses observations to assess children's starting points when they first attend, taking account of parents' views, so that she can help them to progress. Information about individual children is shared verbally on a daily basis and daily diaries provide a useful two-way exchange of information. Some parents provide information on what their children are achieving but systems are not yet fully developed to encourage all parents to

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the early years provision

contribute to the assessment process with their own knowledge of children's achievements across all the areas of learning. The childminder is aware of the need to communicate with other providers when children attend other settings to ensure effective continuity and progression. She reflects on her practice and has conducted a detailed self-evaluation which is reviewed at six monthly intervals to consider ways of developing the service. She actively seeks parents' views and plans to attend further training to widen her knowledge and understanding of early years practice.

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and outcomes for children

Children make good progress in the childminder's care. She makes detailed and sensitive observations of their play and learning and uses these to plan for them as individuals, for example, when she notices that children are becoming more skilled at threading she provides opportunities for them to practise their skills. Children are confident, settled and able to communicate their needs. The childminder interacts well with them getting down to their level and repeating words and phrases to promote their emerging language skills. Pencils, crayons and paper are available for children to draw and mark-make. Print is displayed on posters and pictures in the bright and attractive playroom. Resources are easily accessible and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children know what is in the tubs, although these are not labelled with print or pictures to fully encourage independent access. Children enjoy looking at favourite

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and outcomes for children

books with the childminder and most of these are stored on a low shelf where they are easily accessible. However, they are not presented in a way to fully encourage and stimulate children to access them independently. Children learn to count through the daily routine, for example, the childminder counts with them as she does up the straps on the push chair. Puzzles and shape sorters help young children to develop problem solving skills.

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and outcomes for children

Children learn about the world around them through conversations with the childminder as they go out for walks or look for bugs in the garden. They are becoming familiar with technology as they play with programmable toys, such as, tills or telephones and older children are able to use the computer. Children use their imaginations through role play as they handle play food or play with dolls and small world equipment. They express themselves using paint, pencils or play dough. Children form positive relationships with the childminder who provides them with a good role model and consistent boundaries. Regular visits to toddler groups help young children to socialise and they also form friendships with each other at the setting. The childminder supports children's growing independence through everyday routines such as hand washing and activities, such as, cookery where children are able to try things out for themselves. They learn physical skills

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and outcomes for children

of coordination and control as they move around freely and in the garden kick footballs or climb up the steps of the climbing apparatus.

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and outcomes for children

Children's health is promoted well. They have plenty of fresh air as they play in the garden or walk to school. Parents provide most snacks and meals and the childminder works with them to encourage them to provide healthy options. Children learn how to live a healthy lifestyle as the childminder gives them explanations about a healthy diet and why they need to wash their hands. Drinks are easily accessible and children are encouraged to drink plenty of water. Children feel safe and secure in the setting because they have built up trusting relationships with the childminder. They learn about safety issues as she talks to them about road safety and practises the fire drill. They are learning to share, take turns and to respect each others' similarities and differences. They are learning skills for the future as they learn to communicate, become independent and progress in all areas of 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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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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