Childminder in Norfolk

Inspection date

Previous inspection date 25/06/2013 10/07/2009

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early years provision

This inspection: 2 Previous inspection: 2 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

 The childminder has a good understanding of how children learn and plans effectively to ensure there is a balance across the areas of learning. She uses observation and assessment of children's learning well to plan for their next steps.  The childminder pays high regard to promoting children's communication and language skills, helping them to become confident communicators.  Warm, caring relationships are established between the children and the childminder. As a result, children are happy and settled in her care.  The childminder has friendly and trusting relationships with parents. She finds out about children's individual care needs and keeps parents informed about their child's day.

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It is not yet outstanding because

 The childminder does not always recognise and provide opportunities for older children to practise their developing writing skills.

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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 dining room/kitchen and the conservatory.

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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 spoke to parents by telephone.

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Information about the setting

The childminder was registered in 2005. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in a house in Bawdeswell, Norfolk. The whole of the property and the rear garden is used for childminding. The family has four dogs, some chickens and fish as pets.

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Information about the setting

There are currently 14 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder collects children from the local school and pre-school. A childminding service is offered all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has a relevant level 3 qualification. She is a member of the Professional Association for Childcare and Early Years and works with assistants.

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

 recognise and provide opportunities for children to experiment with writing for different purposes.

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who attend

The childminder has a good understanding of how children learn. She knows the children well and talks confidently about their individual likes, dislikes and interests. A record of observations is maintained for each child, using photographs and written evidence. These are analysed effectively to use in planning activities which reflect children's interests and individual developmental needs. The childminder shares her observations with the pre- school that the children attend. They keep a joint record of children's learning and development that is shared regularly with parents.

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who attend

Children's developmental progress is tracked effectively, using the publication Development matters in the Early Years Foundation Stage, to ensure they are working within the typical range of development expected for their age. The childminder encourages parents to share what they know about their children, in order that individual care and learning needs can be identified and met. She keeps parents informed about their children's achievements and progress through daily discussion and sharing written records about their child's learning. Children are supported to acquire the skills and capacity to develop and learn effectively, and be ready for the next stages in their learning. All children are supported to make good progress in their learning and development, through a varied range of child-initiated and adult-led activities. The childminder responds well to their interests and plans an interesting range of activities and motivates them to learn. For example, she takes

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who attend

children on walks into the local environment where they are encouraged to notice local landmarks, such as the railway line and farms. She extends this by suggesting that children make a large scale map, which they can then use to give directions to others as they use a remote controlled toy that is on the map. Children readily draw what they have seen on their walks, including a railway track, pigs and a duck pond. They suggest that they add 'stop' and 'go' signs and understand that the signs have meanings. The childminder successfully models writing for a purpose by writing 'stop' and 'go' at either end of the railway track drawn by children. However, she does not encourage children to attempt to copy the words or write for themselves.

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who attend

The childminder supports the promotion of children's communication and language skills very well. She talks to children about what they are doing. As a result, children develop a good vocabulary and readily take turns in conversation. During the map-making activity, the childminder encourages children to talk about the items they are adding to the map and suggests additions to it. When she suggests that they draw an engine shed to house the trains children readily add this. They draw numerals on the shed, and confidently predict what numbers they have drawn. The childminder extends this interest in numbers by introducing a number game that includes rolling a large, foam dice and matching the number to smaller numerals in a sorting tray.

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

The childminder gathers useful information from parents when children first attend the setting. This helps to ensure that established routines, for example for sleeping and feeding, are identified and continued, to promote continuity of care. As a result, children's care needs are met well and they are settled, and feel safe. They have very good bonds with the childminder and each other. Children behave very well. They suggest their own rules for good behaviour and remind each other of them. Consistent boundaries are in place to help children know what is expected of them. They are developing an awareness of, and respect for, their own feelings and the needs and feelings of others. Good behaviour and individual efforts are valued and praised.

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

Children are supported well to ensure that they are prepared for the next stage in their learning and development, such as moving on to nursery or school. They are helped to develop the necessary skills to help them embrace new experiences with confidence. There is a warm, welcoming and stimulating learning environment in which children are secure, happy and confident to express themselves. Toys and resources are stored well, to enable children to choose what they want to play with. They move freely between the rooms used for childminding, supporting their independence and sense of belonging. Outdoor play is promoted well on a daily basis. Children enjoy playing in the garden and are also taken on outings into the local environment. They walk to school and back each day, further promoting a healthy lifestyle. Children's health needs are met well. Their dietary needs are met jointly with parents as they provide some meals for their children. The childminder provides healthy snacks and

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

children are encouraged to choose what they want to eat, promoting their understanding of a healthy diet. Children are encouraged to manage their own personal hygiene needs and confidently wash their hands before eating. There are good arrangements in place to help children learn to keep themselves safe, through everyday routines. For example, the childminder talks to children about road safety when on outings.

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provision

The childminder understands the welfare and safeguarding requirements of the Early Years Foundation Stage, to ensure that she works within the framework to meet her legal duties. She has a good understanding of the learning and development requirements and monitors the educational programme to ensure that it is meets children's individual needs. The childminder is aware of her strengths and areas for development. She seeks the views of parents, through daily discussion and regular, written questionnaires. Through her own reflections, and the results of parents' input, an action plan for improvement has been developed, that is challenging but achievable. Good steps have been taken to address the action and the recommendation set at the last inspection. For example, she has improved how she tracks children's learning so that she can accurately monitor their progress.

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provision

The childminder is committed to her professional development and regularly attends relevant training courses. For example, she has attended 'Characteristics of effective learning' and 'Tiny talk' training. The childminder regularly works with assistants. She seeks written permission from parents before leaving children in the sole charge of assistants, to ensure that the legal requirement for the use of assistants is met. The childminder supports the professional development of one of her assistants, who is working towards a relevant level 3 qualification. Ratios are met at all times.

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provision

The childminding premises are safe and secure. Risk assessments are carried out, to ensure that hazards to children are identified. Steps are taken to limit risks, so that children can play safely. The childminder has a good awareness of the signs and symptoms of abuse, to help her recognise when a child is being abused or is at risk of abuse. She knows what to do if she is concerned, in order to safeguard their welfare. The childminding assistants are registered with Ofsted and all necessary suitability checks are in place.

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provision

The childminder has all documentation in place that is necessary for the safe and efficient running of the setting. This is shared with parents, to enable them to make informed decisions about their children's care. The childminder has effective, friendly and trusting partnerships with parents. She is committed to working together with them, to ensure continuity of care and learning for children. Parents state that they are very impressed with the childminding service that is provided and are totally confident in the childminder's organised and caring approach. They value the support that she gives to the whole family as well as the child. The childminder keeps parents well informed, both by written information and talking to them daily at 'handover'. The childminder works well in partnership with others who provide care and learning for the children. She works at the pre-school that the children attend, so children see her all day. The childminder is able to

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provision

talk to the children's key person about any concerns. As a result, children's individual needs are readily identified and met.

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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 EY312884 Local authority Norfolk Inspection number 924235 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 14

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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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