Symonds, Abigail Jade

Inspection date

Previous inspection date 05/12/2012 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children settle quickly and are ready to learn because the childminder seeks clear information about their developmental starting points when they join her.  Children's learning is supported very well through effective links with parents and other providers.  Children's imagination is exceptionally well fostered in this setting because the childminder is creative and imaginative. They have lots of fun.  Children are given many choices and encouraged to voice their feelings. As a result, their independence and confidence is growing.  The childminder has a clear commitment to improving the setting and has already implemented a number of changes to benefit the children.

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It is not yet outstanding because

 The childminder does not yet carry out a summary of children's development across all areas of the Early Years Foundation Stage.  The childminder has not evaluated the training she has attended for its impact on the setting and on children's learning and development.

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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 dining area and lounge.

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Inspection activities

 The inspector spoke with the childminder during the inspection and carried out observations.

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Inspection activities

 The inspector looked at children's learning journeys, records, a selection of policies and required documentation.

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Inspection activities

 The inspector considered parent's views through reading the questionnaires which have been returned to the childminder.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her parents and sister and works with her mother who is also a registered childminder. The family home is in a large village close to Great Yarmouth in Norfolk. All areas in the childminder's home, except a bedroom on the ground floor are used for childminding. There is an enclosed garden for outdoor play. The family has a pet dog.

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Information about the setting

The childminder attends local toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6.30pm, Monday to Friday.

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

 develop the assessment records further to provide a summary of children's development across the areas of learning to share with parents

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

 develop the self-evaluation process further to ensure any training is evaluated for its impact on the setting, to ensure new knowledge and skills have been implemented effectively.

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who attend

Children make very good progress in their learning and development because the childminder has a clear and accurate understanding of the Early Years Foundation Stage. She carefully plans activities around children's interests to ensure children remain motivated and engaged in their learning. She makes regular observations of children at play and from these plans for their individual development. These plans, along with the strong partnership with parents and other practitioners working with the children, ensures children enjoy continuity in their learning, wherever they are being cared for. For example, at nursery a child has a particular interest in a favourite character from stories, so the childminder helps them to make a puppet to extend this interest.

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who attend

Parents are fully engaged in children's learning and give the childminder good information about what their children have been doing at home. The childminder keeps parents updated about what children have been learning and what activities they have taken part in. She tracks their development with each observation to check that they are progressing as expected, but she has not yet completed any summary assessments to be able to fully update parents about their progress. Children are supported well as they move onto nursery or school. The childminder helps to make sure their personal and social development is secure and that they are able to manage tasks for themselves. The childminder talks to children about nursery and what they might do there.

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who attend

Children enjoy looking at books with the childminder. They learn to handle them with care as the childminder role models how to hold and turn the pages of the book. They particularly enjoy musical books and quickly work out which buttons to press to play the Christmas songs in the book. Children have a good understanding of what adults are saying to them, and although some young children find it difficult to respond they communicate in a variety of ways using gestures and facial expressions to support their attempts at speech. The children learn how to form new words as the childminder models how words should be pronounced and as a result children's vocabulary is growing well. Children are active learners; they keep on trying until they enjoy success. Children enjoy puzzles and show great determination in completing them, a moment that is celebrated by the child and childminder. Children are introduced to numbers, for example, when

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who attend

counting the pieces of banana they have chopped up and when they learn about adding one more as they put another brick on the tower, commenting 'just one more'.

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who attend

Children's imagination is incredibly well fostered in this setting. The childminder supports children's ideas very well, fully involving herself in their role play to help extend and develop ideas. She adds props, such as a home-made cookery book to the home corner, or a children's register in the hall way to develop this further. Role play equipment is available and children use the tools to mend the bench, but equally, children make excellent role play props, such as a camp fire, from red and orange hand prints, to support their imaginary camping trip. Children are regularly taken on outings, to the local horse sanctuary or to ride on a local steam railway. They are involved in celebrations, such as the Diamond Jubilee and Olympics and learn a little of the wider world through celebrating festivals, such as Chinese New Year.

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

Children settle quickly with the childminder. She reassures them that everything will be alright and offers them cuddles. She distracts them well and very quickly children are happy and involved in their play. The childminder is acutely aware of children's emotional development and understands how children's feelings can impact on their ability to learn. She has introduced young children who have baby siblings to the dolls and encouraged them to 'look after them'. Children show great enthusiasm for what they do. They are proud of their achievements and their self-esteem is high. Children's behaviour is good and they are encouraged to take turns and share from an early age. The childminder positively reinforces good behaviour and when unacceptable behaviour arises manages this calmly. Children have time to think about the consequences of their actions and are encouraged to think about how their actions have made others feel. As a result, children

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

are learning that others have needs too.

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

Children use their small muscles and hand-eye coordination to build towers and move around small world figures in their imaginative games. They enjoy trips to the park, walks on the beach and visits to local soft-play areas, exercising their large muscles. Children show that they understand their bodies' needs by helping themselves to drinks throughout the day. Children are provided with equipment to help them become independent in their self-care. For example, they use children's knives to chop their fruit for snack time and steps help them reach the bathroom sink to wash. Children are offered healthy options for meals and snacks and children are encouraged to try different foods. For example, a child comments 'oohhh, lots of fruit' when they see they have a choice of apple, pear, kiwi fruit and their favourite banana. Children's interests are also used to help them learn about personal safety. Before Bonfire Night the childminder read a story about a child's favourite

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

character to explore the dangers of fire and fireworks. Children are helped by the childminder to do things safely, for example, they are taught how to hold the small knives correctly when cutting fruit.

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provision

The childminder is well qualified and brings good experience to her role. She fully understands her responsibility in protecting children and keeping them safe. She has devised and implemented a set of policies and procedures and further documentation to ensure children are safe and well cared for. Children confidently play in safety because the childminder has carried out thorough risk assessments of the premises and garden. Additionally, children are taught to be safe around the dog and when on outings.

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provision

The childminder has carried out a full self-evaluation which demonstrates that she has an accurate view of her setting. She has devised an action plan and already made changes to benefit the children. For example, she has adapted the systems for planning to ensure that all areas of learning are covered and children receive broad learning opportunities. She has also implemented parent questionnaires so that they can feedback their views. The childminder attends regular training to update her knowledge and skills. However, she has not yet evaluated this training to assess it's impact on her setting. As a result, she is not able to judge how well newly gained knowledge has been implemented and the contribution it has made to children's development. The childminder works very well in partnership with parents and other professionals working with the children to ensure the individual needs of each child are met. Children who are identified as being in need of

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provision

support to develop in their learning are making good progress because all adults involved in their care make strong contributions to their development.

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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 EY436760 Local authority Norfolk Inspection number 791458 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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