Childminder in Norfolk

Inspection date

Previous inspection date 14/01/2013 12/01/2009

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early years provision

This inspection: 3 Previous inspection: 3 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

 The childminder responds well to children's interests, supporting them in their play and helping them to learn to share and take turns.  The childminder promotes the development of children's language skills well, helping them to become confident communicators.  Children are happy and settled in the childminding setting. Consistent routines are followed that help children to feel secure and develop a sense of belonging.

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It is not yet good because

 The childminder does not fully understand how to use observation of children's learning, to help her identify where they are in their learning and what she needs to do to support their continuing progress.  Children's safety is not consistently assured when they are in outings in the car.  Although, the impact on children is minimal in this instance, the childminder has not met her legal duty to inform Ofsted of changes to persons living or working on the premises.

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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 compulsory part 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 and kitchen.

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Inspection activities

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

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Inspection activities

 The inspector looked at activity planning, records of children's learning and a selection of policies and records.  The inspector accompanied the childminder to collect a child from nursery.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her family, including one adult child and two children aged 15 and four years, in a house in Kings Lynn, Norfolk. The whole of the ground floor of the premises is used for childminding, including downstairs toilet facilities. The rear garden is not currently used. The family has two cats as pets.

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Information about the setting

The childminder attends a toddler group and activities in the local community. She visits the shops and park on a regular basis. She collects children from local schools and pre- schools.

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Information about the setting

There are currently two children on roll, both of whom are in the early years age group and attend on a part-time basis. She operates all year round from 7.30am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the National Childminding Association.

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must:

 improve observation, assessment and planning: to accurately identify each child's level of achievement and learning style, and to plan activities that provide challenge and meet children's individual needs  keep children safe when on outings by ensuring that they are adequately supervised at all times. This is with specific regard to leaving children in the car when collecting children from nursery  notify Ofsted of all changes to persons over the age of 16 years, who live or work on the childminding premises.

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who attend

The childminder knows the children well and talks confidently about their individual routines, likes and dislikes. Parents are encouraged to complete an 'All about me' document when their children start in the childminding setting. This helps the childminder to identify the starting points in children's learning and development. She plans a 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, refer to the guidance document 'Development Matters in the Early Years Foundation Stage' to ensure that children are operating within the expected development bands for their age.

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who attend

The childminder supports all children to acquire skills and be ready for the next stage in their learning. She promotes children's language development effectively. She talks to children and promotes the development of their vocabulary through naming items of interest, and encouraging them to repeat the word. Children imitate words and the childminder repeats them back, so that they can hear the word said correctly. The childminder values young children's attempts at words, and models sentences well by repeating what the child says and adding other word. Children enjoy using sounds to imitate familiar experiences, such as saying 'choo, choo' when pushing trains around the room. Children enjoy playing with small-world models, such as cars and trains and readily extend this play to include conversations based around their own and taught experiences.

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who attend

Children show a good interest in books and handle them carefully. They enjoy sitting with the childminder to look at picture books together, snuggling in with her to look at the illustrations. Children are encouraged by the childminder to talk about what they can see, and demonstrate their developing listening skills by trying to join in with vocalisations. For example, they name the animals in illustrations and imitate the sounds that the animals make.

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who attend

The childminder promotes outdoor play well and encourages children in their physical development. Children are taken on outings into the local environment where they can be active and develop running, climbing, kicking and throwing skills. They show an interest in the natural world and are helped to learn about their local environment through outings to the toddler group, playground and soft play centres. They visit the homes of other childminders, where children can meet up with other children and develop friendships.

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who attend

Mathematical language is promoted and children are able to use some counting words randomly. They are able to recite some numbers in sequence. For example, when playing with construction bricks, the children readily count the number of bricks in their tower. They use the bricks to represent other objects. The childminder supports children to do this, such as using two rows of bricks, end to end, to make a track for the small-world train.

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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 actively supports their transition to being in the childminding setting. She provides a warm and welcoming environment where children are happy and settled. Children are building attachments and bonds, which promotes their well-being and independence. All children are included in all activities and routines, and the childminder is actively engaged in their play. She recognises when young children lose interest in an activity and readily switches to another. Young children play alongside others and are encouraged to share and take turns. Children are developing good relationships with the childminder and confidently explore the environment, knowing that she is nearby. They are developing a sense of themselves as individuals, wanting to do things independently and expressing their own preferences and interests. The childminder promotes this well, for example,

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

encouraging children to select for themselves when choosing a snack from their lunch boxes.

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

Children understand and respond well to simple questions and instructions. The childminder helps children to learn about what is acceptable behaviour, promoting sharing, taking turns and playing together. Good behaviour is valued and praised. The childminder is aware of the importance of providing support to children to ensure that they are well prepared for the next stage in their learning and development. She follows consistent routines that help children to know what happens next throughout the day. As a result, children are happy and play confidently, freely moving between resources.

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

Toys and resources are stored in the shed. The childminder brings out a range of toys each day for children to choose from, ensuring that they are age-appropriate, clean and promoting their interests. Children are encouraged to be active and physical play is encouraged through outings to the local park and soft play centres. The childminder is not currently using her rear garden. There are good arrangements in place to help children learn to keep themselves safe in the childminder's home. For example they practise the emergency evacuation procedure, to ensure that everyone knows what to do to keep themselves safe in an emergency. However, their safety is not consistently assured when they are out in the car collecting other children from nursery.

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

Children's health needs are met well. Their dietary needs are met by their parents, as they provide most meals and snacks. Good procedures are in place to help children to take responsibility for their own care needs. Children are helped to learn about the importance of good health and hygiene and readily wash their hands before eating.

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provision

The childminder understands the requirements of the Early Years Foundation Stage. However, there have been changes to who lives and works on the childminding premises and the childminder has not informed Ofsted. Although, this is a legal requirement, in this instance the impact on children is minimal. The childminder is aware of the importance of reflecting on the childminding service that she provides, to identify her strengths and areas for development. She has taken satisfactory steps to deal with actions and recommendations raised at her last inspection and has an action plan of priorities for improvement that will strengthen her childminding practice.

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provision

The childminder fully understands her responsibilities with regard to safeguarding children. She is aware of the signs and symptoms of abuse to help her recognise when children may be at risk and knows how to report concerns. The health and safety of children is generally promoted well. The childminder has risk assessed the garden and concluded that it is not currently safe to use. Therefore, children are taken on outings to the local park, and other community facilities, where they can be active. She carries out risk assessments to ensure that hazards in the home are identified and takes all reasonable steps to limit risks, so that children can play safely. However, she does not consistently ensure children's safety when on outings in the car. Although, children are always within sight and sound, they are left unsupervised in the car when the childminder is collecting them from nursery.

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provision

The childminder meets the learning and development requirements of the Early Years Foundation Stage. She is aware of the importance of working in partnership with others who may provide care and learning for the children, so that concerns about their well- being or development can be quickly identified and managed. Partnerships with parents are effective as the childminder is committed to working together with them, to ensure continuity of care and learning for children. Policies and procedures are shared with them to enable them to make informed decisions about their children's care. The childminder keeps parents well informed about their children's day through daily, verbal communication.

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The Childcare Register

The requirements for the compulsory 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 EY377971 Local authority Norfolk Inspection number 900572 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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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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