Childminder in Norfolk

Inspection date

Previous inspection date 23/07/2013 09/02/2009

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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

 The childminder has made significant improvements to her arrangements for observing and assessing children's learning. As a result, she has a strong understanding of each child's learning priorities and plans effectively to promote their good progress.  Children's behaviour is good. This is because the childminder has a consistent and positive approach to behaviour management, offering children plenty of praise and valuing their achievements.  The childminder deploys herself effectively to provide children with good levels of direct support and attention to meet their needs and ensure they are always closely supervised.  Regular networking with other childminders and local authority advisors enables the childminder to actively gather good practice and establish challenging targets that bring about positive improvements to the provision for children.

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It is not yet outstanding because

 There is scope to enhance the range of natural materials and resources that provide children with interesting opportunities to explore different colours, textures and shapes.

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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 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 children's activities in the lounge, conservatory and playroom.

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Inspection activities

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

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Inspection activities

 The inspector took into account the feedback from parents in a written emails and reference letters.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and some written policy documents.

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Information about the setting

The childminder was registered in 2004. She is registered on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and one child aged 23 months in a house in King's Lynn, Norfolk. The ground floor and a bedroom on the first floor of the property are used for childminding. Children also have access to the childminder's garden for outdoor play.

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Information about the setting

The childminder attends a toddler group and visits the park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years. She is working towards a relevant early years qualification at level 3.

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

 enhance the educational programme for expressive arts and design by providing a wider range of unusual and interesting natural materials and resources and creating more opportunities for children to explore colour, texture and space.

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who attend

The childminder has worked hard to improve her understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. Her current study towards a relevant early qualification at level 3 enables her to continue to embed her arrangements for observing and assessing children's learning. For example, the childminder makes effective use of her observations of children to track their preferred learning styles and determine any gaps in their development. Children are well supported to move forward in their learning. They make good progress because the childminder plans activities skilfully to reflect their individual next steps in learning. For example, they make good gains in their recognition of colours and their counting skills as these concepts are purposefully incorporated into their everyday activities and games. The childminder encourages children to count the number of bricks they have connected

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who attend

together and challenges them to work out how many they will have if they add one more. Children benefit from a spacious and inviting environment, where they can reach toys easily and have scope to develop their physical skills while outdoors. They confidently pedal various bicycles in the childminder's garden and develop their control during an egg and spoon race at the children's centre sports day. Overall, a good range of resources promote children's progress in all areas of learning and sustain their interest well. However, there are very few natural resources available to enhance children's exploratory play and create rich opportunities for them to discover a wider range of colours, textures, and shapes. Children show a great interest in investigating the uses of everyday technology. From a young age they learn to press the buttons on an imaginary telephone, before using it to support conversations in their role play situations. During snack times,

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who attend

the childminder stimulates their conversations by asking open-ended questions about the activities they enjoy on different days of the week. She skilfully adapts her interactions to support the younger children's speaking skills, encouraging them to repeat the days of the week for themselves. As a result, children become confident communicators from a young age and develop good skills to prepare them in readiness for school.

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who attend

Children's experiences are enhanced through a wide range of interesting outings to places of interest. They have rich opportunities to observe living creatures at close quarters as they visit a local sea life centre and the zoo. Later, they relive their experiences as they relate the pictures in a book to the animals they saw. Children's literacy skills are developing well. In particular, the childminder engages them in various interesting writing activities, such as making marks in trays of shaving foam and drawing colourful designs on t-shirts.

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who attend

The childminder initiates rich discussions with parents on a daily basis. This includes the ongoing exchange of valuable information about children's learning at home, which the childminder draws upon in her planning. The childminder encourages parents to take their child's assessment record home with them to read, ensuring they are kept fully up to date with the activities their children engage in and their ongoing progress. The childminder continues to explore ways to encourage parents to contribute to these records as she recognises that this helps to promote stronger continuity in children's care, learning and development.

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

Children establish genuinely secure bonds with the childminder and often choose to sit with her to share affectionate cuddles. These warm interactions offer reassurance and help children to feel safe and secure in the childminder's care. The childminder takes time to lead discussions with parents before each child attends their first session, gathering important information about their likes, dislikes and routines. More recently, the childminder gives greater attention to assessing children's starting points in learning. This enables her to plan effectively to promote their good progress from the very beginning. It also gives her a secure foundation for identifying any additional support a child may require to meet their needs. Children experience good levels of continuity in their care because their sleeping, eating and nappy changing routines are fully respected.

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

There are good opportunities for children to develop a strong sense of responsibility and independence. For example, the childminder works closely with parents to provide a consistent approach to promoting children's self-care skills, particularly when they are learning to use the toilet independently. Children's efforts and achievements are actively praised, in order to reinforce their positive behaviour. For example, the childminder comments on how well children behave during snack time, celebrating their polite manners and kind sharing. This contributes to children having high levels of self-esteem and confidence in their own abilities. Children are taken to activities at the local children's centre and have regular contact with children, who attend other childminding settings. These experiences create good opportunities for them to develop their social skills in larger groups as they encounter situations that require cooperation, sharing and taking

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

turns. This prepares children effectively for their next stage in learning, such as starting pre-school or school.

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

Outdoor play in the fresh air is now an integral part of children's daily routine. Organised outings to a local soft play centre expand the opportunities for children to exercise and promote their good health further. Children engage in conversations with the childminder about making healthy choices in their diet, demonstrating a good awareness that milk is beneficial for their teeth and bones. They confidently recognise and manage their own needs as they help themselves to drinks whenever they are thirsty. Children are actively encouraged to consider their own safety in a variety of situations. For instance, younger children are given clear instructions as they are discouraged from running around while eating a breadstick. In addition, positive road safety messages are discussed during a shared story to ensure children revisit their knowledge of keeping safe while out and about.

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provision

The childminder fully understands her role and responsibilities in safeguarding children and promoting their welfare. Since the last inspection, she has proactively attended relevant training to refresh her knowledge of child protection issues. As a result, she has a good understanding of how to follow up any concerns if she is worried a child is being abused or neglected. This means that children are well protected from harm. A suitable range of policies and procedures are implemented effectively and shared with parents. This ensures the provision continues to operate efficiently to meet children's needs. For example, they play in very safe surroundings because the areas they access are regularly and thoroughly risk assessed and any potential hazards are quickly minimised. The childminder demonstrates a clear understanding of the numbers of children she is permitted to care for. At times, the childminder exceeds the usual ratios acceptably to

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provision

offer continuity for sibling babies. She is mindful to ensure that children's individual needs continue to be met in these situations by offering them consistent levels of direct support and close supervision.

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provision

The childminder is thorough in evaluating the quality of her service. As a result, she demonstrates a good understanding of her strengths and has effectively addressed all previously identified actions and recommendations. Her reflective practice has improved since she started working towards a relevant early years qualification, with much more emphasis on monitoring the effectiveness of the educational programmes. This means that children continue to benefit from an interesting range of activities that stimulate their curiosity and offer good levels of challenge. Through ongoing training the childminder demonstrates a strong commitment to extending her professional skills. For example, she willingly meets with a local authority advisor and attends childminder support meetings to assist her in developing her practice in tracking children's progress. She has clear targets for future development to support continuous improvements that benefit children in her

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provision

care. For example, she has ambitious plans to become accredited to enable her to offer funded early education for two-, three- and four-year-olds.

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provision

Strong partnership working with parents and other early years practitioners contributes positively to ensuring children experience consistent care and support. The childminder is confident that parents are happy with the service she offers because she actively seeks their views in written references and emails. Parents compliment the 'very high level of care' their children receive. In particular, they praise the effort the childminder puts into helping their children to learn about numbers and to share with others. A 'link book' is proactively passed between the childminder and another nursery that children attend. This supports the ongoing exchange of information and ensures children experience a complementary approach to their care and progression.

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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 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 EY273796 Local authority Norfolk Inspection number 923169 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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

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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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