Childminder in Norfolk

Inspection date

Previous inspection date 08/04/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children form secure attachments with the childminder. This means that they are happy and ready to engage in learning through their play.  Regular praise and encouragement from the childminder promotes children's sense of achievement and helps to develop their confidence and self-esteem.  The childminder makes sure that she takes time to hold frequent discussions with parents to find out about their children's individual needs. This keeps her up-to-date with information about the children's interests and achievements at home, helping her to support continuity of care and learning.

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It is not yet good because

 The childminder does not always consistently use observations and assessments of children's learning to inform planning. This sometimes means that older children are not always sufficiently challenged.  Partnerships with other settings and schools children attend do not yet enable the childminder to share information about children's learning, to support consistency.  The childminder is not consistently giving clear messages to children, to ensure they are developing a good understanding of why personal hygiene is important to their well-being.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 the children and spoke to the childminder at appropriate times during activities in the rooms where they play.

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Inspection activities

 The inspector looked at children's learning journey books, planning documents and the childminder's self-evaluation form, children's records, a selection of policies and required documentation.

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Inspection activities

 The inspector was unable to speak to parents during the inspection, but took account of their views provided through comments in their children's records and childminder feedback questionnaires.

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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. She lives with her partner and 17 month old daughter in Heartsease, Norwich. All areas of the home are used for childminding. There is an enclosed garden for outdoor play. The childminder has pet cats. The childminder visits the shops and park on a regular basis. She collects children from the local school.

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Information about the setting

There are currently six children on roll; three are in the early years age group who attend for a variety of sessions and three are school-age children who attend after school and during school holidays. The childminder cares for children Monday to Friday, from 8.30am to 6.30pm, all year round, except bank holidays and family holidays. The childminder holds an appropriate childcare qualification.

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must:

 use observation and assessment more effectively to inform planning, to ensure that older children are suitably challenged and make best progress in their learning and development.

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

 develop further the arrangements for consistently sharing information between all those involved in children's care, enabling everyone to fully support children's learning and development

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

 create an environment where children learn good hygiene practices through the everyday routine.

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who attend

Children are happy, settled and secure in the care of the childminder. She has developed trusting relationships with them, which ensures that children are receptive to the sound learning opportunities that are offered. The childminder has an appropriate understanding of the children's development and is increasing her knowledge of the Early Years Foundation Stage. She observes the children regularly during their play, noting their particular interests, so that she can provide activities that she knows the children will enjoy. Well-presented books for each child, document children's achievements and include photographs showing children enjoying activities and new experiences. The childminder is clear in her assessment of what children can do and is successfully linking her observations to different areas of children's learning. However, she is not consistently using her knowledge to plan activities, which take account of the different ages and

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who attend

abilities of all the children attending, so that each child is suitably challenged and making best progress. For example, while younger children are engaged in activities, older children sometimes become disengaged and when they request resources, such as scissors or crayons, they are asked to wait until the younger children sleep. The childminder attractively sets out a choice of resources each day so that children are interested and mostly engaged in play. For example, younger children explore the contents of 'treasure baskets', handling different textured objects, which stimulate their sensory development. The childminder adeptly uses open-ended questions to encourage older children to think and vocalise their ideas. Children receive praise from the childminder and she encourages the children to praise and clap each other's achievements. Consequently, children develop positive relationships and are learning to

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who attend

Toddlers and young children are developing their communication and language skills as they point to familiar objects and are encouraged to repeat words, such as 'car' or 'ball'. Older children readily engage in conversations, chat about what they are doing or share their experiences. The childminder frequently plans a group song-time, when she sings familiar rhymes and action songs. Children mimic the childminder and are learning to vocalise by making animal sounds as they join in. Children experiment with sound as they use different instruments to accompany the singing, such as a drum or rattle. Children learn to take turns with the instruments and join in the group singing activity. Activities such as these help to improve children's co-ordination and their language develops through enjoyable, fun-based group activities. They also satisfactorily help children to gain necessary key skills in readiness for school when the time comes.

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who attend

Toddlers use sturdy furniture to pull themselves up and walk around, beginning to balance and gain control of their movements. Older children are becoming more dexterous and are able to use crayons and scissors with increasing control. Children follow simple instructions as they are carefully guided by the childminder, who suggests different ideas. The childminder introduces some sounds and letters through activities, such as free drawing. Older children make their own books and draw clear pictures, which they start to annotate. Consequently, children are developing an appropriate understanding that print carries meaning.

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who attend

The childminder makes effective use of outings, such as visits to the shop, park, woods, river or farm to provide worthwhile experiences, which enhance children's understanding of the natural world. She has developed a small corner of the garden into a wooded area, with the intention of attracting insects and bugs. Posters of some of the insects, such as snails, caterpillars or spiders, help the children to identify what they might find if they explore. The childminder works closely with parents and they share valuable information daily that appropriately supports children's well-being and learning. Parents take home their children's assessment records at the end of each week and often contribute to these, recording events enjoyed during the weekend or any progress they have noticed. Parents record children's interests, which the childminder uses when planning outings or the activities she will provide each week. The weekly plan is displayed on the noticeboard so

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who attend

parents are kept informed and can contribute their own ideas. The childminder is aware of her responsibility to complete the progress check at age two for the children in her care. She is beginning to collate information to enable her to do this, when the need arises. Hence, she shows a suitable attitude towards meeting her responsibilities with regard to checking that younger children are meeting their expected milestones.

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

The childminder organises the available space in her home suitably, to enable her to meet children's needs and to offer them a suitable range of activities. For example, older children can independently access some further resources from low shelving or chose when to play outside, as they can be suitably monitored if younger children still want to play in the lounge. Consequently, older children in particular, are becoming independent.

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

Children are cared for with warmth, sensitivity and affection, which ensures they form secure attachments. The childminder's flexible settling-in practices means she gets to know the children and their families well, which offers children stability and security. The childminder is an appropriate role model, being kind and considerate, which encourages children to help each other, be polite and behave well. Children are given clear messages about behavioural expectations and learn about the effect of their behaviour on others. This helps children to build positive attitudes for future learning and prepares them for the transition into pre-school or school.

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

The childminder gives suitable priority to children's safety, ensuring hazards are minimised. She is keen to help children learn about keeping themselves safe. For example, they practise safe road crossing when out with the childminder. Children gain a reasonable awareness of healthy lifestyle choices. For example, she discusses the benefits of healthy practices, such as eating a healthy diet and the need for children to clean their teeth regularly. However, the need for good personal hygiene, such as hand-washing before eating, is not firmly embedded in practice and this impacts on children's well-being. Children regularly play outdoors, benefiting from fresh air and physical exercise. They enjoy playing in the garden, learning how to dress appropriately for the weather. Trips to the local park allow older children to use more physically challenging equipment to climb, slide and balance.

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provision

The childminder has an appropriate understanding of the welfare and learning requirements. Children's safety is promoted through effective risk assessments and regular checks of the premises and resources. The childminder demonstrates a sound understanding of safeguarding issues and has appropriate policies in place to support her in referring any concerns regarding children's welfare. Appropriate documentation and procedures are in place to support the childminder's practices and these are available for parents to view.

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provision

The childminder is generally aware of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. There is a suitable programme of activities, experiences and opportunities that help children to make appropriate progress. The childminder is suitably qualified and continues to develop her knowledge and skills about how children learn, as she is completing an early years foundation degree. She follows advice and guidance from the local authority and has begun to evaluate her provision. Therefore, she has an adequate picture of her main strengths and areas for the future development of her provision. The childminder has sought the views of parents and children and has implemented some of their suggestions. For example, she now creates a record book for all the children who attend, so that parents of older children can contribute in a similar way to those with younger ones. This

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provision

book also acts as an additional means of two-way communication. The childminder has developed an appropriate partnership with the local school. However, this has not been extended to include other early years settings where children also attend, in order to help offer children a consistent experience.

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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 action. 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 EY450549 Local authority Norfolk Inspection number 885857 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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