Childminder in Norfolk

Inspection report for early years provision

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Unique reference number EY262722 Inspection date 08/11/2011 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 2005. She works in the home of a family friend for whom she has worked as the family nanny. The ground floor is used for childminding along with the upstairs bathroom. There is a fully enclosed garden available for outside play. The childminder takes and collects children from local schools and pre-schools.

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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. There are currently 17 children attending, of whom seven are within the Early Years Foundation Stage. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Description of the childminding

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 outstanding.

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The overall effectiveness of the early years provision

Children thrive in this setting and are exceptionally well provided for within the Early years Foundation Stage. They make rapid progress in their learning and are very safe and happy. The childminder maintains careful records to ensure children's needs are catered for and the partnership with parents and other professionals is extremely effective in helping her to provide top quality care and education. The childminder has rigorously evaluated her provision and brought about changes which have improved outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 developing the action plan drawn from self-evaluation to include dates for completion.

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the early years provision

The childminder is highly motivated and driven in her endeavours to provide children with a high quality of care, within safe environment. She is exceptionally knowledgeable about the procedures to safeguard children from abuse and all adults in the household have been appropriately vetted. Additionally, through close supervision, she ensures children are not left with any unsuitable adults. Policies and procedures are concise and assure the smooth running of the setting. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder places top priority on children's safety and through the rigorous daily, monthly and annual checks, ensures children are able to play in safety. There is a wide range of toys and equipment for children to choose from and the childminder sets out a stimulating and relevant selection to fulfil children's current interests and needs. The childminder is well qualified and experienced and attends regular

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the early years provision

training to ensure her knowledge and skills remain up-to-date.

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the early years provision

Prospective parents receive good quality information about the provision so that they can make informed choices about their childcare. Additionally, they receive comprehensive information about the Early Years Foundation Stage and are encouraged to contribute what children have done at home through the 'Lets learn together' booklet. As a result the childminder can use this information to extend children's learning and seize upon current interests. Parents are also involved in their children's learning whilst in the setting, for example, before leaving for the day, parents stay and draw firework pictures with their child. Very successful communication with other practitioners ensures children benefit from continuity in their learning and agreed joint strategies promotes children's development successfully.

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the early years provision

The childminder uses her personal experiences to help children learn about similarities and differences and the fact that some people have specific needs which means they need more support. She celebrates different cultures to broaden children's horizons on how people lead their lives. Through providing meaningful activities, such as, moulding clay or making sweets, children are introduced to the festival of light. Resources promote diversity, raising children's awareness further of the world around them. Children have learnt some sign language to aid communication and through careful monitoring and planning, the childminder ensures children with special educational needs and/or disabilities make progress alongside their peers.

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the early years provision

Regular evaluation of activity plans ensures immediate changes are made to heighten children's learning further. Additionally, comprehensive reviews of practices in the setting have enabled the childminder to devise an action plan to further improve the quality of the setting. Parents and children's views have been sought through questionnaires and the childminder demonstrates driven commitment to maintaining continuous improvement.

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and outcomes for children

Children are making exceptionally good progress in relation to their starting points. The childminder uses careful observations to assess children's stages of learning in the first few sessions and proceeds to plan a variety of activities tailored to their individual interests and needs. As a result, children are motivated and excited by what is offered and flourish in their learning. The childminder continues to use observation in order to plan a wide range of challenging opportunities which ensures their progress. She supports children very gently, asking questions to promote problem solving skills, offering praise and encouragement for their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 achievements. Children's choices are respected and the childminder ensures that children are able to initiate their own play, for example, practising and re-visiting activities to gain success.

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and outcomes for children

Children eagerly participate in purposeful play and exploration which successfully fosters the skills for future learning. They learn the names of colours through their day to day routines, for example, when passing pegs to the childminder and match colours when they see them elsewhere in their environment. Children use different media to make marks on paper, such as, twigs dipped in paint and children handle books, turning the pages and showing interest from an early age. Children enjoy digging in the sand, filling and emptying containers and explore the garden with interest, creating log piles for creatures to hibernate. Young children show absolute joy when they use cause and effect toys and explore wind up toys which play music. They enjoy art and craft from a very young age and explore glue and paint with their fingers. Children enjoy trips in the local community including, visits to the airport to watch the aeroplanes take off. Children's imaginary play is promoted

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and outcomes for children

through a wide selection of role play resources including, dressing up clothes. Children enjoy the rocker in the garden and happily join in with familiar songs as they play.

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and outcomes for children

Children learn about their personal safety and are developing some understanding of ways to protect themselves. The older children comment that they should not wait to put their shoes on when practicing a fire drill, whilst younger children are helped by the childminder to handle toys safely. Whilst in the garden, very young children are dissuaded from picking berries as the childminder explains 'they need to be left for the birds'. The childminder skilfully adapts messages according to children's level of understanding to ensure they learn effectively. Children are very confident with adults, talking to them and seeking cuddles. Some are highly confident for their age, demonstrating an ability to stand up for themselves.

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and outcomes for children

Children grow vegetables in the garden and then harvest them for snack and they talk about healthy options and are reminded, for example, that cheese is good for their teeth and bones. Children eagerly go outdoors to play and talk about their muscles and how they grow. Regular walks to the school provides daily exercise, whilst trips to the park provide children with opportunities to stretch their physical development further. Children are encouraged to become independent in the bathroom and they wash their hands routinely because the childminder has taught them from a very young age about the importance of personal hygiene.

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and outcomes for children

Children respond to the childminders expectations for good behaviour exceptionally well. Younger children are skilfully supported, for example, after snatching a toy a child is asked 'how do you ask nicely for something', whilst older children are very aware of house rules as they have helped to devise these. Children are encouraged to respect their toys and environment and they demonstrate kindness and show concern for their peers. The atmosphere, whilst calm, is one of fun and therefore, conducive to children's 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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