Childminder in Norfolk

Inspection date

Previous inspection date 03/10/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children take part in activities which promote their development in all areas of learning, helping them to progress and develop.  Children benefit from some good teaching skills used by the childminder, such as extending games and activities to develop new ideas and using techniques to test children's knowledge and understanding.  The childminder is very reassuring to children and promotes their self-esteem well. She is aware of their feelings and ensures they are protected.  Thorough risk assessments keep hazards to a minimum, meaning children can play and learn in safety.

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It is not yet good because

 The information gained about children's starting points is not sufficient to enable the childminder to plan appropriately for their individual needs and interests.  The learning journeys have not been updated to reflect the new Early Years Foundation Stage and the childminder does not use the observations to plan the next steps for children's learning.  There is no system in place to effectively evaluate the setting and to highlight and address areas which need further improvement.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's conservatory.

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Inspection activities

 The inspector spoke with the childminder during the inspection and carried out observations of the childminder's practice.

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Inspection activities

 The inspector looked at children's learning journeys, children's records, a selection of required documentation and policies.  The inspector spoke to a parent during the inspection.

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Information about the setting

The childminder was registered in 2010 on the Early Years register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children aged 13, nine and four years on the outskirts of Norwich in Norfolk. The childminder uses all rooms on the ground floor for childminding purposes, and the bathroom facilities are on the first floor. There is an enclosed garden for outdoor play. The family has a pet cat. The childminder has completed training including first aid and child protection. She takes and collects children from local schools and pre-schools, and uses the local park for outdoor activities on a regular basis. The childminder currently has six children on roll attending on a part-time basis. Of these, two children are within the early years age range. The childminder offers care each week day between the hours of 7.30am and 5.30pm.

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must:

 update assessments to reflect the new Early Years Foundation Stage and use observations to plan the next steps for children's learning, focusing on activities which reflect the child's level of achievement, interests and learning styles.

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To further improve the quality of the early years provision the provider should:

 develop information about children's developmental abilities when they start to ensure that it is used to effectively plan and to meet their needs and interests, for example by using the 'all about me' booklet

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To further improve the quality of the early years provision the provider should:

 devise and implement a thorough self-evaluation process, which includes the views of parents and children, to identify strengths and areas for development. Devise an action plan to overcome weaknesses that have been highlighted as a result of the process.

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who attend

The childminder works closely with parents to ensure they and their child feel confident and well settled in the setting. Information about children's routines and likes and dislikes, helps the childminder prepare a welcoming environment where children feel some familiarity and comfort helping them to settle. However, the information gained about what children already know and can do when they start is not sufficient to enable her to plan activities which are fully matched to individual children. The childminder makes regular observations of children at play and understands what children learn from the activities she provides. The observations are not yet being used to develop planning ideas for each child to fully promote their individual learning according to their interests and abilities. Parents are kept informed of what their children have been doing and have regular sight of the learning journeys. Daily diaries are provided so that parents can read, on a day-to-

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who attend

day basis, what their children have achieved and where they have been. Parents inform the childminder of activities they have done at home with their children and the childminder builds on this in the setting. For example, a child enjoyed a trip to see some animals and so the childminder provided children with an activity based on the animals they saw. This helped to foster the child's interest in the activity further and provided additional learning opportunities.

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who attend

The childminder uses some good skills to help children learn. For example, she passes children a selection of cars to go inside the transporter, asking, 'will this one fit'? to which the child responds, 'no, it's too small' or 'it's too big'. She asks questions to establish children's knowledge of colour, but sometimes the questioning becomes too intense and children become bored with the concept.

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who attend

Children take part in a wide range of activities and they are enthusiastic in their play and learning. Children's communication and language skills are developing well. The childminder talks to children continuously about what they are doing, introducing new words. Children form sentences well and understand questions asked of them. Children use their physical skills to piece together the train track and then link the carriages and show good balance as they squat beside the track or move around it without treading on it. Children show an interest in letters and so the childminder introduces a range of books so that children can see more print. Children spontaneously sing their favourite songs from television programmes and books.

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who attend

Children are learning about shapes and numbers. Puzzles help children think about shape and space, while activities such as baking introduces them to the concept of measuring. Toddlers can say numbers one to four in order. Children talk about people who are special to them, learning who is in their close community, and they learn about different types of transport as the childminder introduces lorries, busses and helicopters to the train track activity. Children's imagination is fostered well with the trains, specifically when a range of cuddly toys is introduced to play along and drive the train.

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The contribution of the early years provision to the well-being of children

Children come into the setting confidently and the childminder greets them with a warm and friendly smile. The childminder is very reassuring and ensures children feel a sense of belonging in the setting, as she says, 'treating minded children as her own'. Friendships have formed with other children in the setting and children are learning to play together well. The childminder praises children constantly for their achievements and as a result their confidence in what they are doing grows. Children are able to voice their wishes and be firm in what they want. For example, when the childminder offers to help, a child responds, 'No' confidently, knowing the childminder will allow him to try for himself. Children's behaviour is good and well managed by the childminder. She calmly reminds children that, 'we mustn't do that, we'll break it' and children stop immediately and play more gently. Children show an awareness of their bodies. The childminder offers a child a snack and

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The contribution of the early years provision to the well-being of children

they respond that they do not want a banana as they had snack at home. They are able to clearly communicate their need to visit the bathroom and are already aware of issues of dignity. For example, refusing to use the potty in front of the inspector. Children eat the healthy packed lunches that parents provide and the childminder talks to them about the benefits of a healthy lifestyle.

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The contribution of the early years provision to the well-being of children

The childminder is developing relationships with other settings attended by children to ensure transitions are as smooth as possible. She talks to children about going to school and ensures they are well equipped with their personal, social and emotional skills, for example, being able to manage self-care tasks confidently.

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provision

The childminder has a secure understanding of safeguarding and welfare requirements and children's safety is assured through robust risk assessments and her regular vigilance. The childminder ensures regulations are met and she is not taking any action which will endanger children's health and safety. She has attended training and is secure in her knowledge of child protection issues and understands the Local Safeguarding Children Board procedures to refer concerns. Policies and procedures designed to promote children's health, safety and welfare are in place and have been implemented appropriately.

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provision

Although there are no children at the setting with identified needs, the childminder explains what action she would take if she was worried about a child's development being delayed. Through regular observations and the progress check at age two she will be able to identify children's needs and work with parents to take action to support the child.

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provision

There is no secure system of self-evaluation in the setting. The childminder does monitor the educational programmes to some extent in that she checks that all areas of learning are being covered, by using a colour coded sticker system. The childminder has not completed a formal and thorough evaluation of the setting and has more relied on her observations of the children being happy and settled. As a result she has not identified areas for development nor taken action to make the necessary improvements.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY411689 Local authority Norfolk Inspection number 809068 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 5 Number of children on roll 6

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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