Childminder in Norfolk

Inspection date

Previous inspection date 02/10/2013 14/01/2013

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early years provision

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

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This provision is satisfactory

 Children have formed strong bonds with the childminder. This means that they are confident, happy, sociable and have a firm base from which they make steady progress in relation to their starting points.  The childminder uses opportunities while children play to extend their vocabulary and listening skills. Children are therefore supported in becoming confident communicators.  The childminder works closely with parents. Therefore, children are secure and their care is consistent.

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It is not yet good because

 The childminder does not make the best use of the observations and assessments she completes on children, to consistently track their progress and plan for individual children's learning.  Partnership working with other early years providers that children attend is not yet firmly embedded in practice, which means consistency in children's learning is less effective.  Self-evaluation does not take account of the views of parents and children or lead to the development of an improvement plan that, over time, will have the most impact on children.

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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 the children and spoke to the childminder and children at appropriate times during activities in the room where they play.

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Inspection activities

 The inspector looked at records of children's learning, a selection of policies and required documentation.  The inspector was unable to speak to parents during the inspection.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her two adult children, in Kings Lynn, Norfolk. The whole of the ground floor of the premises is used for childminding, including downstairs toilet facilities. There is a rear garden available for outdoor play. The family has four cats.

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Information about the setting

The childminder attends a toddler group and activities in the local community. She visits the shops and park on a regular basis. She collects children from the local school and nursery.

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Information about the setting

There are currently two children on roll, one of whom is in the early years age group and attends on a part-time basis and one child is of school-age and attends after school. The childminder cares for children Monday to Friday, from 12 midday to 4.30pm, all year round except for bank holidays and family holidays.

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must:

 make the optimum use of information, gathered from observations and assessments of children, to consistently track children's progress and plan experiences for each child, which consistently reflects their interests and their next developmental steps

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must:

 improve partnership working, by ensuring there are robust communication links with all settings minded children attend, so that children fully benefit from a shared understanding and common approach to supporting their progress.

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

 improve the methods for reviewing and monitoring practice so that weaknesses are quickly identified and action is taken to address these, which will bring about improvement over time.

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who attend

Children are happy, settled and secure with the childminder, who supports them in building relationships and in developing positive attitudes to learning. For example, they make independent choices about the toys and resources they wish to play with and confidently ask for popular items to be brought out, such as the shopping trolley, to add to their pretend play. The childminder has a sound 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 or on outings, noting any particular interests, so that she can provide activities she knows the children will enjoy. For example, while shopping with the children, they choose a baking kit and enjoy making biscuits with the childminder later in the day. The childminder has set up 'learning story' books containing some recorded observations and notes of children's progress, along with

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who attend

photographs of children enjoying activities. However, the information gained through the childminder's observations of the children is not always used to optimum effect, to enable the childminder to precisely track children's learning and fully support the planning of activities for individual children. The childminder builds effective relationships with parents, which enables her to share relevant information with them about their children's care and progress while in her setting.

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who attend

The childminder appropriately considers the resources she sets out each day, ensuring these interest the children and are suitable for their stage of development. For example, she sets out the play till, food containers, play money and a shopping basket, for those children who enjoy pretending to go to the shops. Children happily set up a shop and role play being the cashier. They demonstrate their knowledge of how to operate a till, scanning food items, pressing buttons and handling money. Consequently, children are supported in re-enacting their real-life experiences through imaginary play, learning about everyday technology and developing an increasing understanding of the value of money. The childminder enthusiastically joins in the children's play, taking on the role of shopper. She talks to the children about what she is buying, identifying and naming the different products. This develops into a discussion about what children like to eat. Consequently,

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who attend

children become confident communicators as they learn to listen to questions and confidently respond, sharing their own views and ideas. The childminder follows children's lead as they move their play to the toy garage and cars. She demonstrates how to operate the lift mechanism and appropriately encourages children to try themselves. Children's manipulative skills are developed as they pick up small cars and place them at the top of the slope. They delight in watching how these travel down and the childminder suitably explains why some are too big and get stuck. This supports children in learning about size and shape. The childminder introduces counting and colour recognition into activities. She appropriately praises children's efforts, which motivates and encourages children to keep trying. Children are becoming increasingly independent. They help to put on their own boots to go outside, feed themselves and are appropriately supported in using the toilet

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who attend

and washing their hands. They regularly visit local community groups or the homes of other local childminders, so that children have opportunities to play and socialise with their peers. Consequently, children are appropriately supported to acquire key skills and to be ready for school. The childminder is aware of the need to support transitions for children as they go to school and has some links with local schools where she collects older children.

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

Children are cared for with warmth and affection, which ensures they form secure attachments. The childminder implements suitable procedures for working with parents and for gathering information about children as they start in her setting. Over time, she gets to know the children well and supports them appropriately, encouraging all children to become independent, develop their play and express themselves confidently. This helps to reinforce positive attitudes to future learning and prepares children for the transition to school.

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

The childminder creates a welcoming, homely environment where she is able to meet children's needs and offer them a suitable range of activities. Children independently choose resources from those set out and confidently move around the setting, for example, finding their own coats on low-level pegs before going outdoors. Effective use is made of the garden to support children's learning. For example, children pick apples from the fruit trees and help with gardening, developing their understanding of nature. Their physical development is also supported through a variety of resources, such as slides or small ride-on toys and there is space to run freely and be physically active. Consequently, children's health benefits from the regular fresh air and exercise.

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

Children gain a suitable awareness of healthy lifestyle choices. The childminder provides fruit for snacks and encourages children to eat well at lunchtime, from the packed lunches that their parents provide. Drinks of water are accessible and children help themselves, taking responsibility for their own drinking needs. Children learn suitable hygiene practices as the childminder reminds children to wash their hands before eating and encourages them to cover their mouth with their hand when coughing. The childminder encourages children to be active and explore their environment, while teaching them to be safe. For example, she teaches safe road crossing practices while on outings with the children. Regular outings locally, for example, pre-school sessions, the park or shops, help children to develop an understanding of their own community.

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

The childminder helps children to develop the necessary skills, so that they are confident to embrace new experiences. She gives frequent praise and encouragement, for both effort and achievement, promoting children's self-esteem. Consistent boundaries are in place to help children know what is expected of them. The childminder acts as an appropriate role model, treating children with respect and positive regard. She helps them to understand right from wrong and manages unwanted behaviour sensitively and in a calm manner. As a result, children are learning to share, take turns and play cooperatively.

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provision

The childminder has a suitable understanding of her responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. She provides and monitors an appropriate programme of activities, experiences and opportunities, which support the children and help them make sound progress along their developmental pathway. The childminder clearly enjoys her work with the children and demonstrates a sound commitment towards improving the service she provides. She has completed the actions raised from her last inspection, including notifying Ofsted of changes to persons living and working in her home and making some changes to her assessments of children's progress, so these are now more effective in supporting children's learning. Furthermore, she has adapted her practice to ensure that children are safe and supervised on outings, particularly when collecting children from nursery. The childminder appropriately uses self-

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provision

evaluation to highlight the strengths of her provision and identify some areas that she wishes to improve further in the future. However, this has not yet led to an action plan, setting out the priorities and more far-reaching targets, which will bring about ongoing improvements over time. Also, the views of parents and children are not sought as part of the evaluation process, therefore are not considered as part of the childminder's plans to shape the provision in the future. However, the childminder has sought advice and follows guidance from the local authority and regularly meets with other local childminders to share practice, in order to help her develop her provision for children and their families.

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provision

Partnerships with parents are effective and the childminder is committed to working with them. Parents contribute to the initial assessments of their children and are kept suitably informed of their children's progress through daily discussions. The childminder is aware of the importance of working with other people caring for the children, to support the children's transition to pre-school or school. However, robust systems are not in place yet to ensure these partnerships are firmly established. Therefore, the childminder and other providers do not have a completely shared understanding of children's next steps in learning and of the progress children are making.

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provision

The childminder demonstrates a suitable understanding of safeguarding issues and this ensures that the children in her care remain protected from harm. She understands the procedures to follow should she suspect that a child in her care is at risk. Appropriate information is available to enable her to refer any concerns to the relevant agencies and information is provided for parents, so they are aware of her duty and responsibilities to protect children. The childminder takes suitable steps to ensure that she provides appropriate levels of supervision and is aware of her duty not to leave children with any other person, for example, any visitors are monitored. Appropriate checks have been carried out to ascertain the suitability of those working, or living in the household, where childminding takes place. The childminder has completed suitable risk assessments on areas of the home and garden; also for each outing she undertakes with minded children.

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provision

As a result, children are appropriately protected from any potential hazards. All necessary records are in place. The childminder has compiled a satisfactory range of policies and procedures that inform parents about the service provided in the setting. Confidentiality is maintained and documents are kept secure and are suitably organised.

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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 EY377971 Local authority Norfolk Inspection number 936350 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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