Childminder in Norfolk

Inspection date

Previous inspection date 14/01/2013 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

 Plans for children's development are made immediately they join the setting, using 'All About Me' information provided by parents. They make good progress from the first day.  Children are encouraged to explore and investigate and they enjoy what they do, so their confidence is growing rapidly.  Children learn about the benefits of eating healthily and enjoy growing vegetables on the allotment.  Children are safe and well cared for because the childminder has robust policies and procedures in place to maintain their welfare.  All children are respected as individuals and included in the setting. They learn to respect and value one another from an early age.  The childminder has enrolled on higher level training to improve his understanding within childcare, as a result children benefit from his developing knowledge and skills.

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It is not yet outstanding because

 The childminder does not yet have a clear overview of children's development across all areas of learning.  Babies do not have their hands washed or wiped after nappy changes.

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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 lounge and dining area.

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives and works with his wife, who is also a registered childminder, in a village near Great Yarmouth, in Norfolk. Their two children are aged 15 and 17 years. The ground floor of the childminder's home is used for childminding purposes and there is an enclosed garden for outdoor play. The family has two small dogs, two rabbits and a Russian hamster as pets.

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Information about the setting

The childminder attends local toddler groups and activities at the children's centre. He visits the shops and park on a regular basis. He collects children from the local schools and pre-schools.

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Information about the setting

There are currently 12 children on roll, six of whom are in the early years age group and attend for a variety of sessions. He operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. He is a member of the National Childminding Association.

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

 enhance the monitoring of assessment to provide a clear overview of children's development across all areas of learning

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

 improve hand washing routines that enable younger children to look after themselves, such as after nappy changing.

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who attend

The childminder has a good understanding of how young children learn. He allows them to explore and investigate their surroundings and follows their lead, respecting their choices. Although play is mostly child-initiated, the childminder plans some structured activities to promote children's learning in particular areas. Children make good progress because the childminder makes observations and plans next steps for their development from the day they join the setting. Concentrating on children's personal, social and emotional development, enables children to settle effectively and become engaged in play and learning quickly.

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who attend

Observation and assessment is informative and demonstrates that children have made good progress. The childminder shares this information with parents verbally and some parents make contributions, sharing what they have seen their children do at home. Relationships with other settings where children attend are also established and exchange of information regarding children's development and learning takes place. The childminder assesses children's learning with each individual observation to check that they are developing within the expected milestones. However, he does not yet regularly monitor their progress across all seven areas of learning to secure an overview of a child's all round development. The childminder teaches young children and babies well. He shows them how to use equipment so they enjoy success and encourages them to try out a wide range of experiences. He asks good questions to promote understanding and encourage children to

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who attend

actively learn. For example, while rolling a cylindrical wooden block over the table, he asks 'what noise does that make' helping to link the sounds to when the baby was previously banging the block on the table top.

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who attend

Children take part in a good range of activities to promote their learning across the Early Years Foundation Stage. Babies' attempts at speech are encouraged by the childminder, who repeats words so that children hear the correct pronunciation. Babies communicate using body language such as pointing and copy the childminder when he beats out a rhythm on the table top. Children enjoy traditional nursery rhymes, such as 'Round and Round the Garden' which helps them become aware of some small numbers, while enjoying cuddles and being tickled. The childminder supports children's interest in books. He shares books with babies, pointing to and talking about the pictures, while older children enjoy having a story read to them as they relax after the school day. Babies are introduced to mathematical concepts from a young age. For example, by using rhymes such as 'Two little dickie birds', they learn that things exist, even when out of sight. Older

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who attend

children learn about adding up when they place four sections of train track and then add three more. They are able to test their answers on a calculator. Children's hand-eye coordination is developing well and they are able to use the mouse on the computer accurately to operate children's learning programmes. Babies' coordination is promoted with simple activities. For example, the childminder rolls toys across the floor and encourages babies to roll them back.

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who attend

Children are greatly involved in the local community. They regularly visit music groups and art and craft sessions at the children's centre. They attended the Jubilee party in the summer and enjoyed seeing Father Christmas at the children's centre party. Their confidence is growing in meeting other people and so their social skills are established in order to support them in future learning, for example, when moving on to school. Children's imagination is fostered well. They enjoy dressing up and make up their own stories and like to have a ride on the large rocking horse. They enjoy small world play and playing with the figures. Babies particularly, are creative in their thinking, choosing how to play with toys and for example, placing all the play figures in a cardboard box.

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

The childminder's home is warm and welcoming and children are making good relationships with the childminder and their peers. Babies in particular, have a significant bond with him, as they toddle towards him and then fling themselves into his arms for a cuddle. Children are happy and reassured by his presence and older children enjoy relaxing and watching a little television with him. Babies develop their self-awareness and the childminder supports this well. While looking at a figure of an owl the childminder points out its eyes and then asks 'Where are your eyes?'. Children are confident and independent. The childminder supports children's physical development well. Babies learn to crawl as toys are placed slightly out of reach and then take careful steps holding onto the furniture until they are confident to walk. Older children enjoy the local parks which provide them with challenging climbing and balancing equipment. Babies feed themselves the healthy

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

snacks offered by the childminder and have learnt to hold their own cup. Older children learn about the importance of a healthy life-style and about a variety in food, for example, when growing cabbages and broad beans on the allotment. Children are reminded to wash their hands at appropriate times, for example after using the toilet. However, babies do not have their hands washed or wiped after nappy changes, so they do not build an understanding of personal hygiene until they are old enough to use the bathroom upstairs.

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

Children's behaviour is good because the childminder is positive in the way he deals with any incidents, ensuring children begin to learn right from wrong. He explains to children why behaviour is inappropriate and works with parents to ensure children are consistently supported. Children's self-esteem is highly promoted by the childminder, who praises and encourages them in all that they do.

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provision

The childminder has a clear understanding of his role in promoting children's safety and well-being. He has effective policies in place and robust checking systems to ensure the environment is safe and clean for children. Children are learning to be safe. For example, on outings the childminder talks about stranger danger and road safety. He has implemented outing procedures to ensure safety, such as children wearing high visibility jackets and making rigorous risk assessments. He has a good understanding of child protection issues and is clear about the procedures to be followed if worried about a child's welfare. He works closely with parents to support them in seeking advice and guidance from other professionals. Additionally, he is able to seek information from external agencies though the local children's centre to ensure children's individual needs are met.

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provision

The childminder has completed self-evaluation and continuously reflects on his practice, making subtle changes to improve the setting. Parents' views are canvassed via questionnaires and children also have an opportunity to feedback their comments. They use pictures and smiley face stickers to indicate their preferences. As a result, everyone in the setting has a voice and a chance to have their say.

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provision

Working alongside his wife, provides a good opportunity for both to discuss their performance and make plans for their continuous professional development. The childminder has attended some training workshops to gain more of an insight into specific areas of child development, for example, communication skills. He has devised an action plan to implement ideas from this course to provide children with dens and relaxing spaces to quietly chat and reflect with their friends. Additionally, he has started a level 3 course, determined to provide a high quality childcare and education for the children in his care.

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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 EY449085 Local authority Norfolk Inspection number 807197 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 12

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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. 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

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Type of provision

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.

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Type of provision

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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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