Childminder in Norfolk

Inspection date

Previous inspection date 28/01/2013 07/04/2010

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early years provision

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

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This provision is good

 Children are developing good emotional attachments to the childminder. They are happy and settled in the welcoming and friendly environment.  The childminder manages children's behaviour well. She encourages children to recognise when their actions hurt others and helps them to develop safe ways of dealing with strong feelings.  The childminder supports the promotion of children's communication and language skills well. She models taking turns in conversation, promotes the development of children's vocabulary and helps them to become confident communicators.  The childminder has good partnerships with parents, to find out about children's individual care routines and keep them informed about their children's progress.

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It is not yet outstanding because

 Partnerships with others who provide care and learning for the children are not fully embedded, to ensure that their individual needs are managed consistently.

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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 and the garden.

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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 looked at written testimonials from parents.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her family in a house, in a village, on the outskirts of Diss, Norfolk. The whole of the ground floor and the garden are used for childminding.

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Information about the setting

The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-school.

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Information about the setting

There are currently 10 children on roll. Two children are in the early years age group and attend on a part-time basis. The other children are in the older age group and attend before and after school and during school holidays.

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Information about the setting

A childminding service is offered all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 improve the two-way flow of information with others who provide care and learning for the children, to ensure that children's individual needs are consistently supported.

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who attend

Children are supported to acquire the skills and capacity to develop and learn effectively, and be ready for the next stages in their learning. This is because the childminder knows the children well and has a good understanding of their individual learning styles. She talks confidently about their individual routines, likes and dislikes and plans effectively, taking into account children's interests. She ensures a good balance across the prime and specific areas of learning.

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who attend

The childminder identifies the starting points in children's learning and development through discussion with parents and the completion of 'All about me' records. Records of children's learning are continued through the maintenance of a written 'learning journey' for each child. This includes using photographs and written evidence about what children are doing. These records are evaluated and used effectively, to plan for their next steps. The childminder engages parents in their children's development and learning in the setting and at home. She has good procedures in place to keep parents informed about their children's achievements and progress.

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who attend

There is a good balance of adult-led and child-initiated activities. The childminder recognises children's need to play independently, but is on hand to intervene and support where needed. She responds well to children's interests and is actively engaged in their play, chatting to them about what they are doing and supporting them in their play. Children play confidently with her and initiate games. When playing 'shops' children readily play the role of the shopper, working with the childminder and playing imaginatively based on their own experiences. For example, when leaving the shop, children announce 'oh, I need some more shopping' and return to choose some more groceries. They show a keen interest in toys with simple mechanisms, readily opening and closing the cash till and 'scanning' the items they are buying. Children are therefore gaining a good range of skills that supports their future learning.

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who attend

Younger children generally play well alongside each other. However, they are beginning to seek out others to share experiences and show an interest in others' play. Children are developing a sense of themselves as individuals, wanting to do things independently and expressing their own preferences and interests. The childminder recognises when young children lose interest in an activity and readily switches to another. She is effective in making sure that all children are able to participate fully in all activities and routines of the day.

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who attend

The childminder promotes the development of children's language skills well. She chats to children and helps to develop their vocabulary, through naming items of interest and encouraging children to repeat the word. Older children confidently initiate conversations with each other and with the childminder. She carefully guides children in being considerate in verbal interactions with others, suggesting alternative ways that situations could be managed. Children show an interest in books and handle them with interest. They enjoy sitting with the childminder to look at picture books together. The childminder encourages and supports children's responses.

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who attend

The childminder encourages children to play outdoors, promoting their physical development and understanding the world. She teaches children skills and knowledge in the context of practical activities. As a result, children explore and experiment confidently; noticing changes as snow melts in a tray and as water frozen in bottles becomes liquid again. The childminder encourages children to explore and experiment with creative experiences, such as providing children with paint so that they can decorate the towers they have made in the snow. Children enjoy the sensory enjoyment of making marks with paint, and use brushes confidently. They use brushes with water when outdoors, painting over shapes that the childminder draws with chalk on the paving slabs. They readily explore and make connections between the marks they make. Children recognise simple shapes and patterns and the childminder encourages them to name shapes as they are

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who attend

playing. Children show a good awareness of number and readily count during play situations.

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

Very good settling-in procedures are in place that help support children's transition to being in the childminding setting and help them feel happy and settled. The childminder provides a warm, welcoming and stimulating learning environment in which children are secure, happy and confident to express themselves. They benefit from a wide range of play materials, to support their learning and development. Toys and resources are stored well, to enable children to choose what they want to play with. This effectively promotes their sense of belonging and independence. The childminder encourages children to take responsibility for their own care needs. They are helped to learn about the importance of good health. Older children readily take responsibility for their own personal hygiene. 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

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

dietary needs and shares information daily with parents about what their children have eaten.

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

Children are well prepared for transition to the next stage in their learning, such as nursery or school. This is because they are effectively supported to develop the necessary skills, which help them embrace new experiences with confidence. Consistent boundaries are in place, to help children know what is expected of them. The childminder is a good role model, treating children with respect and positive regard. She helps children to understand right from wrong and play harmoniously together. She manages unwanted behaviour sensitively. As a result, children have very good relationships with the childminder and each other.

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

There are good arrangements in place to help children learn to keep themselves safe through everyday routines, such as talking to children about the safe use of knives, when making their own sandwiches for lunch. Children are helped to gain an understanding of the need for physical exercise. The childminder promotes active play both indoors and outside. As a result, children's physical development is progressing well. They are provided with opportunities to be active when they are indoors. For example, the childminder uses an electronic keyboard to encourage music and dancing. Children enjoy dancing to the music, wearing 'princess' dresses from the dressing-up drawer, to swirl around them as they move. When outdoors, children are reminded of the importance of wearing appropriate clothing for the weather; they readily attempt to fasten their own coat and put on their boots and hats before going outside.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage, to ensure that she is able to work within the framework and meet her legal duties. The learning and development requirements of the Early Years Foundation Stage are met well. The childminder has a good understanding of the importance of reflecting on the childminding service that she provides, to identify her strengths and areas for development. She has taken good 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 is aware of the importance of working in partnership with others who may provide care and learning for the children, so that concerns about children's well- being or development can be quickly identified and managed. Although some partnerships have been initiated, these are not fully embedded. For example, the childminder has general chats with staff about whether children have had a good time whilst at the other setting. However, she does not discuss strategies used to manage concerns in order to promote consistency across the settings. The childminder fully understands her responsibilities to safeguard the welfare of 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 promoted well. The childminding premise is safe and secure. Daily checks are carried out, to ensure that hazards to children

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provision

are identified and steps taken to limit risks. This means that children are able to play safely indoors and outside.

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provision

Partnerships with parents are effective as the childminder is committed to working together with them. She gathers useful information when children first attend the childminding setting, to identify individual care routines. These are continued, to promote continuity of care for children. The childminder keeps parents well informed about their children's day through daily, verbal and written communication. Parents have trusting and friendly relationships with the childminder; reporting that they believe she is a first class childminder, who is kind and caring to all her charges. Parents value the 'exciting activities' that their children experience whilst with the childminder and feel that the environment is a 'home from home'. They would not hesitate to recommend her to anyone looking for childcare for their children.

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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 EY394214 Local authority Norfolk Inspection number 821876 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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