Childminder in Norfolk

Inspection date

Previous inspection date 09/09/2013 14/01/2013

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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

 Children have good emotional attachments to the childminder. They are happy and settled in the warm and welcoming environment.  The childminder supports the development of children's speech and language skills well. He responds well to the babbles and vocalisations of young children.  Consistent routines are followed that help children know what happens next at any point throughout the day and promotes a sense of belonging.  Children learn through play and are making good progress towards the early learning goals.

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It is not yet outstanding because

 There is scope to improve adult interaction in older children's self-chosen activities, to provide increasing challenges to help them progress towards excellence.

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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 lounge 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 2012 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. He lives with his wife, one adult child and one child aged 15 years in a house in Martham, Norfolk. All of the childminder's home is used for childminding, with the exception of one bedrooms upstairs. There is an enclosed garden for outdoor play. The family has two dogs as pets.

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Information about the setting

The childminder works with his wife, who is also a registered childminder. They attend toddler groups and activities at the local children's centre. They visit the shops and park on a regular basis and collect children from the local schools and pre-schools.

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Information about the setting

There are currently 14 children on roll, four of whom are in the early years age group and attend for a variety of sessions. 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 childcare qualification at level 3.

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

 provide consistently increasing challenge for older and more able children, with regard to recognising when to interact in their activities to build on their prior learning.

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who attend

The childminder has a clear picture of children's starting points when they first attend the childminding setting. This is because he gathers useful information from parents, both through verbal discussion and asking parents to complete an 'all about me' form on behalf of their children. This gives the childminder an idea of children's likes, interests and stage of development. He keeps a record of observations, using photographs and written evidence about what children are doing. From these, the childminder identifies the next steps their learning. He ensures that activities are based around children's interests, such as using their interest in cars to provide activities that promote making marks, using the wheels of the cars to make marks in sand. Records demonstrate that children are working comfortably within the expected developmental band for their age. The childminder carries out the progress check for children aged two years. The check is shared with parents.

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who attend

The childminding setting is very much child-led. Some planned, adult-led activities take place but most activities are initiated by children. However, sometimes the adult interaction in these activities does not provide sufficient challenge for older and more able children or build on their prior learning as well as possible. This means that sometimes children lose interest. The childminder recognises that the concentration span of younger children is short and readily changes activities in response to this. Children are developing a sense of themselves as individuals, wanting to do things independently and expressing their own preferences and interests. This helps ensure that they develop the key skills needed for the next stage in their learning, such as moving on to nursery or school.

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who attend

The childminder supports the promotion of children's communication and language skills well. Younger children communicate their needs and feelings through single words and short babbled sentences. The childminder responds well to these, encouraging children to say words and then repeating them back, so they can hear them pronounced correctly. He asks children questions, to challenge their thinking and gives them time to process the question before answering. The childminder talks to children about what they are doing, promoting the use of number language. For example, when playing with a 'pop-up' toy, the childminder counted the number of buttons with the children. They are encouraged to count along with him and with adult support, they confidently count up to five.

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who attend

Children's physical development is progressing well. They are provided with materials to encourage their hand to eye coordination and to explore textures. Children are encouraged to play with sand, filling scoops and moulds and materials for making marks are readily available, such as crayons indoors and chalks on the outdoor decked area. Children enjoy ride-on toys when playing outdoors. They confidently move their feet to make the toys move, laughing delightedly as they 'crash' into each other. When indoors, they push the role play pushchair around the room, taking the 'baby' for a walk.

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

Children develop good relationships with the childminder because he provides a warm, welcoming environment that supports their transition into the childminding setting. They separate readily from their main carer and build close emotional attachments with the childminder. Children feel secure with him, seeking reassurance through cuddles and one- to-one attention. Children behave well. Consistent boundaries are in place to help children know what is expected of them and they, generally, share and take turns with popular resources.

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

Children are supported to move on to nursery and school. They develop the necessary skills, which helps them embrace new experiences with confidence. Children move freely between indoor and outdoor play spaces. Toys and resources are stored to enable children to choose what they want to play with and this supports their sense of belonging and independence. Recognisable and predictable routines are followed. Children have a good sense of belonging and confidently make connections in their experiences. For example, they know that they wash their hands before having lunch and readily take themselves to the bathroom.

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

The childminder gathers useful information from parents, to find out about children's established care routines and continues with these to promote continuity of care. Children are helped towards self-care skills and are encouraged to develop healthy lifestyles. Younger children readily hold out their hands for anti-bacterial gel to be applied before they eat snack and their hands are wiped after nappy changing. This helps them become familiar with necessary hygiene routines. Children's dietary needs are jointly met with parents because they provide some meals for their children. The childminder provides snacks that include fresh fruit, as well as a biscuit. Children enjoy being outdoors and this is promoted daily.

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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 learning about road safety when on outings. Children wear high visibility jackets to ensure that they can be seen at all times.

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provision

The childminder understands the requirements of the Early Years Foundation Stage, to ensure that he can work within the framework and meet his legal duties. He has made a good start to his childminding career. He is enthusiastic about developing his childcare skills and knowledge and has recently completed a relevant level 3 qualification. In addition, he is booked on to some short courses, to further develop his childcare skills and knowledge and ensure that his childcare practice is meeting the needs of children. The childminder uses self-evaluation to identify his strengths and areas for development and to monitor the educational programme. An action plan for improvement is in place that is clear and achievable.

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provision

The childminder promotes the health and safety of the children in his care. He understands his responsibilities to safeguard the welfare of children. He is aware of the signs and symptoms of abuse, to help him recognise when children may be at risk and knows how to report concerns. The childminding premises are safe and secure. Daily checklists are carried out, to ensure that hazards to children are identified and steps are taken to limit risks. This means that children can play safely indoors and outside. Risk assessments are carried out for outings, ensuring that any community facility used by children are safe. Risk assessments are also carried out on the family pets, to ensure that children's safety is prioritised at all times.

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provision

The childminder demonstrates good partnerships with parents, to find out about children's individual care routines and keep them informed about their children's progress. He keeps them well informed, both by daily verbal feedback and through electronic communication. The childminder has joined a website that parents can access, via a secure password and on which he records his observations of children as they play and the next steps in their learning. Written testimonials from parents show that they like using this website. They particularly enjoy looking at the photographic evidence of what their children are doing in the childminding setting. In addition, they value the verbal discussions about their children's day, including the care routines. The childminder is aware of the importance of working in partnership with others, who may provide care and learning for the children. This is so that concerns about children's well-being or development can be quickly

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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 EY449085 Local authority Norfolk Inspection number 909904 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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