Childminder in Norfolk

Inspection date

Previous inspection date 17/06/2013 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

 Children make very good progress in their learning because the childminder makes accurate and focussed assessments of their stage of development when they first start.  Children are interested and motivated by what the childminder offers them, because she focusses on their individual interests and needs.  Children are happy and feel secure because the childminder actively encourages them to explore and investigate their surroundings, developing confidence and independence.  Children benefit considerably because the outdoor environment is exceptionally well thought through and allows children to learn in different ways and on different scales.  Children's views are listened to every day and the childminder makes improvements and changes in line with their comments and needs.  Children's safety is given top priority by the childminder and she is highly vigilant, ensuring they are well-supervised without impacting on their ability to be independent.

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It is not yet outstanding because

 The relentless evaluation and monitoring and subsequent changes in record keeping means that the childminder has not yet been able to firmly embed the effective systems she has developed in order to benefit the children fully.

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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 activities in the childminder's lounge and garden.

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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 progress records, a selection of policies and required documentation.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged seven, five and two years in a house on the outskirts of Norwich. The whole of the home, with the exception of the main bedroom upstairs, is registered for childminding. There is an enclosed rear garden for outdoor play.

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Information about the setting

The childminder takes children to a messy play session, baby signing group, the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, four of whom are within the early years age range. The childminder offers care each week day, between the hours of 7.30am and 5pm. She is a member of the Professional Association for Childcare and Early Years.

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

 use the effective monitoring and evaluation processes, that have been developed over the last six months, to consistently review the learning and development and safeguarding and welfare requirements.

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who attend

Children in the care of this childminder have great fun. They become fully engrossed in their play and enjoy a wide range of activities, which promote their learning and development. The childminder makes accurate assessments of what children learn and uses this information to plan challenging and interesting activities, which meet their individual needs well. She knows the children very well and ensures that children are developing in line with the expected milestones. She uses her resources effectively to develop learning where children might otherwise be reluctant. For example, she has changed the favourite home corner into a potting shed to introduce children to a new activity of seed planting. Children have taken her lead and transfer the trains into the mud tray or use paint brushes to paint with the watery mud, providing new learning opportunities. The childminder takes children to local community groups, such as a British

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who attend

Sign Language group. Children now routinely use these skills to communicate with the childminder and other children. This has been used successfully to improve children's communication and language development. The childminder has a clear understanding of how young children learn best, and through encouragement and support, helps them to become active learners who are keen to finish an activity.

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who attend

Children learn through first hand experiences. At a planned activity to plant sunflower seeds the childminder talks to children about what plants need to grow. She has some bulbs hidden in the compost which have long roots. She explains how the roots drink water and wriggle into the ground to help them grow. She asks children if they would like to pretend they are seeds growing in the mud. They take off their shoes and socks, fetch water in their watering cans and water their feet in the compost. The childminder shows them their feet wriggling and reminds them that's what roots do. Then she talks to them about growing into tall plants and children move and stretch as they 'grow' tall. The language used encourages children to explore the textures, and the introduction of trowels and pots to plant the seeds, develops physical skills such as hand-eye coordination.

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who attend

The partnership with parents is very good and parents are fully involved with their child's learning and development. They tell the childminder what their children have been doing at home and she then plans activities to support this. For example, when a parent says their child has been drawing circles and pointing them out in the environment, the childminder uses this information to plan an activity to extend the child's interest. The childminder is also skilled at offering additional activities to support children's acquired learning, for example, by introducing books and stories to reinforce ideas. Parents are updated each term with a progress report and are encouraged to add comments and ideas for their child's continued learning and development.

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

Information from parents ensures the childminder can meet all children's needs well. Children are happy and settle well. They show that they feel secure and enjoy cuddles from the childminder. Children's confidence grows and they are encouraged to be independent in what they do. She pays high regard to children's dignity and ensures they make their own choices about their personal care. Children are highly respected. They are all valued for their individuality and the childminder's comment 'you're best at being you' develops children's self-respect. The childminder talks to children about how they can manage their own behaviour. When they become frustrated she reminds them that 'you need to talk to solve the problem' and encourages children to voice what is upsetting them. She also encourages children to listen to one another, giving them the skills to successfully negotiate as they get older. Children's personal and social development is

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

progressing very well. The childminder spends time with children who are transferring to school to ensure that they are familiar with their new environment. She reads stories to them about starting school to help develop confidence so that children can manage the transfer to school more easily.

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

Children's good health and self-care is well-promoted and young children develop an understanding from an early age. The childminder allows children to choose their lunch menu, today requesting 'nice red soup' and strawberries and yoghurt. She talks to children about the benefits of healthy eating and introduces activities, which help children try new tastes, for example, trying tropical fruits. Older children have started to show a real interest in how their bodies work, how their heart works and what makes them feel hot. The childminder has planned to extend the seed planting activity to help children learn how their bodies grow, develop and work. Children sing songs when they wash their hands, currently supported by the childminder, but developing positive habits for later life. She talks to them about germs getting in their tummy and how sad they will be when they are poorly. The childminder talks to children about safety. For example, when using the

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

trowel, children are reminded it is sharp and before they practise fire drills she talks to them calmly about fire.

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

The childminder's home provides children with a good learning environment. Recourses are well-organised and presented so that children make free choices. The catalogue of equipment that the childminder has made, allows children to make choices from equipment that is in store and ensures that they know what else is available. The garden provides children with an exciting range of activities, which promote their all-round learning. They make marks on the blackboard area, use the numbered pebbles for counting activities, nurture plants in the garden and develop physical skills by climbing and sliding. The mud kitchen provides endless opportunities, for example, filling, pouring, emptying, transferring, and mixing, contributing to children's physical development.

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provision

The childminder has a very good understanding of the safeguarding and welfare requirements and children are safe and well-cared. She has robust procedures in place to ensure her home is safe and secure and children are well-supervised. Risk assessments are thorough and children are kept secure when on outings. The childminder has a very clear understanding about her role in child protection issues. She recognises possible signs of abuse and has written thorough policies to support her should she need to refer any concerns.

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provision

The childminder has repeatedly carried out reviews of her practices, her record keeping and the processes she uses to record children's assessments. She has modified her records and changed the way of doing things, until she is satisfied that the systems work for her. While this is positive for the future, it means that the systems and new documents are not yet fully embedded to give her a very clear overview of her setting as a whole. The monitoring of children's development has been very effective because the childminder makes good use of the guidance document Development Matters in the Early Years Foundation Stage. This ensures she is alerted to any developmental delay swiftly and takes steps to intervene, planning additional activities or seeking support from external agencies.

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provision

The childminder has fostered strong relationships with other early years settings used by the children in her care. Together, they share information about what children do in their respective settings, enabling effective planning to complement and extend children's learning. As a result, the continuity in children's learning is assured. Parents speak very highly of the childminder and clearly there is a very strong relationship, which benefits children considerably in the continuity of their care, learning and development. The progress children make ensures they have the key skills needed for the next steps in their learning at school.

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provision

The childminder has conducted a full self-evaluation and has also included the views of parents and children. She has already made a number of changes to benefit the children. For example, she has installed a child height sink to promote children's independence. She has also purchased multicultural equipment to help promote children's awareness of similarities and differences and introduced a parent's noticeboard to ensure parents have easy access to information. Plans for further improvement are well-targeted and include the childminder's aims for professional development. She shows a real commitment and passion for what she does, has great creativity and imagination and provides children with exceptionally good childcare and education.

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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 EY456808 Local authority Norfolk Inspection number 900804 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 5

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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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