Childminder, Out-of school day care in Norfolk

Inspection report for early years provision

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Unique reference number EY250990 Inspection date 06/02/2012 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 2002. She lives with her husband in Thorpe End, Norfolk. The whole of the ground floor of the childminder's home, with the exception of the utility room, is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has two dogs, a rabbit and keeps chickens in a separate area of the garden.

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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 is currently one child attending who is within the Early Years Foundation Stage, who attends on a part-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. The childminder supports children with special educational needs and/or disabilities. 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 are well provided for in the Early Years Foundation Stage and are making good progress in their learning and development whilst in the care of the childminder. She knows the children very well and uses this knowledge to help children feel nurtured and highly valued. Children enjoy a varied and interesting range of activities which the childminder skilfully adapts to enable all children to participate at their own pace. Excellent partnerships are developed with parents and other settings in order to consistently support children's learning. Systems for monitoring and evaluating the provision, to identify priorities for development are established and the childminder has made some constructive improvements to benefit the children.

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further?

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

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further?

 develop further the process of self-evaluation, taking into account the views of users and including an action plan to ensure that identified areas for improvement are prioritised.

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the early years provision

The childminder has a good understanding of her role in safeguarding children and is confident to put procedures into practice where necessary to protect children. She ensures that all adults living within the household have undergone the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 required vetting procedures and that children are very well supervised. Children's safety is given high priority. Comprehensive risk assessments are carried out on all areas of the home and equipment to ensure children's safety and well-being at all times. Furthermore, thorough risk assessments are undertaken before outings which enable the children to take part in an exciting range of activities, including trips to places of specific interest, with their parents being assured risks have been considered and reduced accordingly. Considerable care has been taken within the setting to accommodate children's play and to provide them with a safe, secure

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the early years provision

and welcoming environment. A good range of high quality, accessible resources promote children's independence and they readily engage in activities of their own choosing.

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the early years provision

The childminder demonstrates a professional and dedicated approach to childcare. She bases her practice upon her many years experience as a childminder and her sound knowledge of child development, to ensure children are provided with activities that provide appropriate challenge and help them make progress. Routines are based around the needs of the children and her care is flexible to ensure that older children can enjoy attending a range of out of school activities according to their interests. The childminder reflects on her practice and considers the views of others to identify her strengths and areas for improvement. However, there are no detailed action plans drawn up from the self-evaluation to ensure that identified improvements are implemented in a timely manner.

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the early years provision

The childminder provides a welcoming and inclusive environment for all children. She values children's individuality and is able to adapt activities effectively to ensure that all children receive the support they need to make progress. All the necessary policies and procedures are in place to ensure the efficient and effective management of the setting and these are routinely shared with parents. The childminder works extremely closely with parents and there is a regular flow of communication between parents and the childminder ensuring routines are followed and parents' wishes for the care of their children are fully respected. Parents are kept very well informed on a daily basis through discussion as children are collected. A wealth of information is readily accessible, including a detailed parents pack, school newsletters and literature on current childcare practices. Parents who use the provision are delighted with the service and have provided

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the early years provision

very positive feedback about the provision and their children's progress. Excellent partnerships are built with the local primary school which enables the childminder to effectively support and enhance children's school based learning.

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and outcomes for children

Children flourish in the rich, stimulating and happy environment. They are confident and enthusiastic learners because they build strong relationships with the childminder and enjoy high levels of attention and encouragement. The childminder has a good understanding of the Early Years Foundation Stage and knowledge of how children learn, therefore, they achieve sustained progress in their learning and development. The childminder has devised an effective system for observing, assessing and recording children's progress. Children's achievements This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are recorded in journals along with photographs which contribute towards providing a picture of the children's progress. Some next steps are identified which the childminder uses to inform the planning of forthcoming activities. The childminder bases children's learning on exploration and experimentation through

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and outcomes for children

art based craft and creative design. She provides an imaginative variety of resources and activities and children add to with their own ideas. For example, she provides balls of wool which children use to create large spider webs across the lounge and use for games or imaginative play. Ongoing projects, for example, creating a play landscape from plaster involve all the children and they gradually add to this with their own ideas, such as making alien figures. Children have a wealth of opportunities to construct and build, promoting their creative development and problem solving skills. They frequently explore mathematical concepts, learning about weight and capacity as they cook. The childminder is adept at using children's interests to enhance learning and develop projects. For example, children ask to use shapes made from maize plants for their creative activities. This leads to discussion and research about how and where maize is

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and outcomes for children

grown, looking for these countries on the map and globe and exploring how dipping the maize shapes in water helps them to stick together without any glue. Children relish opportunities to take part in simple scientific experiments. They make volcanoes from paper and glue and are helped to mix together substances to create a smoke effect. They experiment with balloon rockets and make paper aeroplanes learning about gravity. The childminder is committed to protecting the environment and sustainability issues. She encourages children to understand re- cycling by using re-cycled materials, such as, balsa wood, paper and cardboard during activities, caring for resources and learning through planting and growing activities where their food comes from. Children make good progress in developing the personal qualities that enable them to take responsibility for small tasks, such as collecting eggs from the chickens in the childminder's garden, building their

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and outcomes for children

The childminder is effective in supporting children's good health and well-being. Children develop a clear understanding of the importance of following good personal hygiene routine. They are reminded to wash their hands at appropriate times and a poster in the toilet area reinforces good practices. Meals are provided in accordance with parents' wishes and children's likes, dislikes and any dietary needs are sensitively catered for. Vegetables grown in the childminder's garden or eggs collected from the chickens are incorporated in to meals or cooking activities if possible. Outdoor activities are provided so children have a chance to develop their physical skills and enjoy fresh air and exercise. Children are learning to keep themselves and others safe as the childminder introduces safe practices. She provides children with gentle reminders and clear explanations, for example, how to use the glue gun or handle scissors safely. Children are learning about the

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and outcomes for children

community and world in which they live. The childminder actively promotes equality and diversity and ensures all children are involved, given their abilities and learn to respect and celebrate one another's differences through fun and meaningful activities. She is a good role model and provides high levels of support and guidance. Children are helped to manage their own behaviour and they learn to share, take turns and be kind and considerate. As a result, children feel valued and are learning key 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 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 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 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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