Childminder in Norfolk

Inspection report for early years provision

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Unique reference number EY357531 Inspection date 07/03/2012 Inspector Gill Thornton

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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 2007. She lives with her husband and two children aged and eight and six years in a village in a rural area, near Thetford, in Norfolk. The whole of the property, except the main bedroom, is used for childminding. There is a fully enclosed garden available for outside play. The family has a dog, two cats, two rabbits and two chinchillas. The family also keep chickens in a run in the garden.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding three children in this age group, one full time and two on a part time basis. She also offers care to children aged over five years to 12 years. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder holds a relevant Level 3 childcare qualification. She takes and collects children from the local school and attends local children's groups.

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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

The childminder has a good knowledge of child development and the individual needs and backgrounds of each child in her care. Consequently, she is able to successfully meet each child's individual needs. Partnerships with parents and others are effective in promoting children's welfare and development. Children are safe and secure and enjoy learning about their local area and the world around them. As a result they make good progress, given their age, capabilities and starting points. The childminder is a reflective practitioner who regularly reviews her practice to help her improve outcomes for children.

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further?

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

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further?

 monitor and take appropriate action to ensure that storage heaters are maintained at an appropriate temperature  extend the use of signs and labels to provide children with an environment rich in print.

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the early years provision

Children are safeguarded and protected because the childminder is knowledgeable about the signs and symptoms of child abuse and the procedures to follow if she should have any concerns about the welfare of the children in her care. All adults This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in the household are appropriately vetted and are safe and suitable to work with, or be in contact with, young children. The childminder makes effective use of up- to-date risk assessments to support her in ensuring that all areas used by the children are generally safe and suitable and that they are kept safe on outings. She supervises children closely to ensure they can play in comfort and safety. However, the temperature of some of the storage heaters is rather hot to the touch for young children.

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the early years provision

The childminder is knowledgeable about the Early Year's Foundation Stage and uses this well to support children in their learning. Her home is well organised and conductive to learning. The childminder provides children with a good range of high quality toys and equipment balanced across the six areas of learning and development. She uses the available resources well to engage children and help them make good overall progress towards the early learning goals. Children benefit and thrive in the supportive care provided. The childminder is aware of her strengths and weaknesses and she continually reviews her practice to prioritise areas for improvement. For example, she has started to improve her rear garden to provide children with a wider range of learning opportunities including a large vegetable patch. The childminder has made many improvements since her last inspection and addressed all previous recommendations promptly and effectively.

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the early years provision

For example, children now benefit from the provision of a dedicated play room where they can self-select from a much extended range of toys and equipment that provide appropriate challenge and enjoyment. The childminder has also achieved a relevant qualification to extend her knowledge and skills as a childminder. She has instigated the process of joining her local childminding network so that she can provide funded early education in the future.

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the early years provision

The childminder forms good working relationships with parents and carers. She obtains meaningful information about each child to enable her to follow their parent's wishes and ensure children's individual needs are effectively met. Parents praise the childminder's daily communication, advice and comments that aid their child's development. The childminder and parents share important information about their child's starting points and progress. This means that parents can become involved in their child's learning and each child is well supported in making progress towards the early learning goals. The childminder demonstrates an appropriate appreciation of the importance of developing partnership working if children receive support from other providers or professionals on a regular basis. The childminder provides sensitive support and adapts her interactions to ensure all children are included and able to access a suitable range of learning

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the early years provision

experiences. She is committed to improving outcomes for children and taking effective steps to close identified achievement gaps. This means that the individual needs of all children are well met and all children are included fully in the life of her setting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are secure and develop a strong sense of belonging and security in the childminder's care. The childminder uses sensitive and encouraging interactions to support children in their play and extend their learning. For example, using simple opportunities while playing with toy cars to promote a child's early counting skills. As a result children have generally good levels of achievement and they make good progress given their capabilities and starting points. Children also make good overall progress in developing the personal qualities that enable them to take responsibility for small tasks and develop skills for the future. For example, children enjoy the routine of helping to feed the chickens and confidently checking to see if they have laid any eggs. The childminder uses this as a good opportunity to reinforce their understanding of the importance of good hygiene procedures in a manner appropriate to their level of understanding. The childminder provides

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and outcomes for children

children with suitable snacks options to widen their understanding of healthy eating while promoting their independence, such as encouraging them to help slice up their banana.

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and outcomes for children

Children engage in a wide range of physical play experiences, both indoors and out. As well as the large rear garden they have access to a smaller paved area to the side of the house where they can use ride-on toys in safety. As a result they gain a secure understanding of the importance of exercise as part of a healthy lifestyle. Young children have ample space to practise their developing physical skills in comfort and safety under the childminder's careful guidance. Children are learning to follow good hygiene routines and nappy changing routines are used by the childminder to encourage young children's understanding of the pattern of conversation. Children learn simple safety strategies, such as how to use the step to reach the bathroom sink. The childminder reminds children to be polite and to look after toys and equipment. She demonstrates clear and consistent boundaries of expected behaviour to which children respond well.

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and outcomes for children

The childminder using observation and assessment effectively to monitor and identify children's next steps in developmental progress in their attractively presented learning journey files. Consequently children make good progress towards the early learning goals in all six areas of learning. Children are developing a respect and understanding of the diversity of the society in which they live. This is because they enjoy various outings into the local community and they have everyday access to a good range of toys and books reflecting positive images of diversity, including an attractive range of dressing up clothes.

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and outcomes for children

Children's progress in communicating, literacy and skills relating to information and communication technology are developing well. They enjoy fun opportunities to explore and use electronic toys and the childminder promotes their understanding of how things work when replacing the batteries. A good range of books are displayed well to attract children's interest. Children independently ask the childminder to read their favourites to them and they enjoy close interactions with the childminder while naming the characters in a story. Young children have good opportunities to develop their early language skills because the childminder role This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 models appropriate pronunciations and praises children's attempts to repeat new words. However, opportunities for children to widen their understanding of the written word are not fully exploited by the use of signs and labels in the play room.

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and outcomes for children

Children take delight in regular painting and creative activities, such as rolling toy tractors through paint on a large sheet of paper on the floor. They have many opportunities to investigate a range of sensory experiences, such as exploring cornflour mixed with water, resulting in children becoming active and inquisitive learners. 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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