Childminder in Norfolk

Inspection date

Previous inspection date 10/01/2013 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

 The childminder gives the development of children's language skills high priority. As a result, children are becoming confident communicators.  Consistent routines are followed to help children feel secure and develop a sense of belonging.  Children are developing good emotional attachments to the childminder, are happy and settled.  The childminder is enthusiastic about developing her childcare skills and knowledge to promote better outcomes for children. She regularly attends relevant training courses and workshops.

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It is not yet outstanding because

 The childminder is not fully secure in how to use her observations of children's learning, to help ensure she is always planning effectively for their next steps.  The childminder recognises the importance of partnership working and has attempted contact with others who provide care and learning for the children. However, so far she has been unsuccessful in developing partnerships with them.

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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 lounge, kitchen, playroom/conservatory and the garden.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at activity planning, children's learning journey records and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and family in a small village, between Swaffham and Dereham, in Norfolk. All living areas are used for childminding purposes, except for the four bedrooms. There is an enclosed garden available for outside play. The childminder is able to take and collect children from the village school and pre-school. The family has two dogs, three cats and a rabbit as pets. There are also fish in a fenced-off pond in the garden. The childminder has a relevant qualification at level 3. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll, two of whom are in the early years age range. All of the children attend on a part-time basis. A childminding service is offered all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a

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Information about the setting

member of the National Childminding Association.

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

 develop the cycle of planning, observation and assessment to fully secure the promotion of children's next steps of learning during, and when planning, activities

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

 develop partnerships with others who provide care and learning for the children, to ensure consistency in meeting children's individual needs.

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who attend

The childminder knows the children well and talks confidently about their individual routines. She works well with parents and encourages them to share what they know about their child. This helps her to identify children's likes, dislikes, and interests. The childminder identifies children's starting points through talking to parents and observing children as they play. She plans a varied and interesting range of activities that are built around children's interests. However, she is not secure in how to use her observations of children as they play, to help her identify where they are in their learning and support their continuing progress. She does, however, frequently refer to the document, 'Development Matters in the Early Years Foundation Stage' to ensure that children are operating within the expected development bands for their age. The childminder has good procedures in place to keep parents informed about their children's achievements and

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who attend

progress, through daily discussion and written information.

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who attend

The childminder has a good understanding of how children learn. She supports all children to acquire skills and be ready for the next stage in their learning. Children are building attachments and bonds, which promotes their well-being and independence. They are developing a sense of themselves as individuals, wanting to do things independently and expressing their own preferences and interests. Children are given choice about what they want to do and the childminder ensures that all children have opportunity to join in. She values and supports the decisions they make about their play and responds to what children want to do, such as providing a painting activity for one child whilst another chooses to play with the dolls. The childminder responds well to children's interests and is actively engaged in their play, chatting to them about what they are doing, supporting them in their play and helping them to persevere when the activity gets difficult.

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who attend

The childminder promotes the development of children's language skills well, helping them to become confident communicators. She engages children in conversation and gives them time to process questions before giving answers. Children readily take turns in conversation. They show an interest in books and handle them with interest. Children enjoy sitting with the childminder to look at books together, confidently asking her to read a story to them. Children look at the illustrations in story books and are encouraged by the childminder to talk about what they can see. She models building sentences by repeating what the child says and adding other words. As a result, children have an extensive vocabulary and use complex sentences confidently to connect ideas, chat about their families and relive past experiences.

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who attend

The childminder promotes outdoor play and provides daily opportunities for children to experience fresh air and exercise. The garden is well-resourced to provide a range of play and learning opportunities, including sand, water, construction and mark-making opportunities. Children show an awareness of capacity, filling the bucket with sand and confidently using words such as 'full' and 'empty'. They understand the need to wear coats, boots and hats when playing outdoors in cold weather and are developing self-care skills, helping to complete tasks such as fastening zips on coats. The childminder supports children's developing independence, such as involving them in the preparation of food at mealtimes. They help to make their own sandwiches at lunchtime and are able to take part in spreading the butter, filling the sandwich and cutting the bread. The childminder explains to children how to use the knife safely, to avoid accidents. When putting

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who attend

blueberries into a dish at snack time children spontaneously start to count. They show a good awareness of number and readily count during play and routine situations.

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who attend

Children enjoy experimenting with media and materials, exploring the textures of different materials when making collage pictures. They recognise colours and name them confidently as they play. Children are developing individual creativity and use glue and tape on a dispensing roll, independently. Children are developing a good imagination and enjoy pretending, based on their own and imagined experiences. For example, when playing with the dolls, children sit them on the potty before 'taking them for a picnic'.

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who attend

Children are developing an awareness of the world around them and talk confidently about the weather. When playing with feathers, during art activities, they understand that if it was windy the feathers would blow away. Children are taken on outings into the local environment where they can explore and experiment, for example with the paper kites they made during a craft activity. Children's interest in the natural world is further promoted during art activities. For example, the childminder responds to children's interest in using binoculars. She extends a simple sticking activity to make paper binoculars, following children's interest in trying to look through the gap in paper that they had folded and taped. The childminder helps children learn about the customs of their own and others to help them develop positive attitudes to others.

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

Children are developing very good emotional attachments with the childminder because she provides a welcoming, inclusive environment that supports their transition to being in the childminding setting. As a result, children are happy and settled, confidently snuggling in for stories, asking for support with activities and going to the childminder for a hug. The childminder is a very good role model. She treats children with respect and positive regard, helping them to play well together, share toys and learn about what is acceptable behaviour. Good behaviour and individual efforts are consistently praised. As a result, children respond well to the childminder's high expectations, and are developing good levels of self-esteem and confidence.

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

The childminder gathers useful information from parents about children's individual care routines, and follows these to promote continuity of care. Children's health needs are met well. They are helped to take responsibility for their own care needs and learn about the importance of good health and hygiene. There are good arrangements in place to support children to keep themselves safe. This is promoted through everyday routines, such as learning about road safety when on outings and practising the emergency evacuation drill when in the childminder's home.

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

Consistent routines are followed that help children develop a good sense of belonging. Toys and resources are stored well, enabling children to choose what they want to play with. They confidently ask for any toys and resources that are stored out of reach. The childminder provides good support for children, ensuring that they are well prepared for the next stage in their learning and development.

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provision

The childminder understands the requirements of the Early Years Foundation Stage, in order to ensure that she is able to work within the framework and meet her legal duties. She has made a good start to her childminding career and is aware of her strengths and areas for development, to improve outcomes for children. The childminder has an action plan of priorities for improvement and has made changes to the way she works in response to her early childminding experiences. For example, she has changed the way that she records her daily planning of activities. She meets the learning and development requirements of the Early Years Foundation Stage well, although she realises that some methods she uses, need further development to help her plan even more effectively for children's individual developmental progress. The childminder is well qualified and attends additional training to enhance her childcare skills and knowledge.

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provision

The childminding premises are safe and secure. Thorough risk assessments are carried out to ensure that hazards to children are identified. All necessary steps are taken to limit risks, so that children can play safely indoors and outside. Risk assessments are also carried out for outings, to ensure that any community facility used is safe. The childminder fully understands her responsibilities to safeguard the welfare of children. She has a good awareness of the signs and symptoms of abuse, to help her recognise when children may be at risk, and knows how to report concerns.

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provision

The childminder provides healthy meals, snacks and drinks for children and encourages them to make healthy choices about what they eat. She is able to manage children's individual dietary needs. A sample menu is available to parents and daily diary sheets are completed for each child. This ensures that parents are kept fully informed about what their child has eaten, along with other information about the childminding day. The childminder seeks the views of parents through daily discussion. Written newsletters have also been produced to help keep them up-to-date with the childminding service that is provided and assist them in continuing to make informed choices about their children's care. Contact has been attempted with others who provide care and learning for the children. The childminder has not been successful in getting a response from other providers, and so far has not followed this up, to ensure that she is working consistently

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provision

with others to meet children's individual needs.

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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 EY449077 Local authority Norfolk Inspection number 809694 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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