Childminder in Norfolk

Inspection date

Previous inspection date 28/10/2013 16/09/2008

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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's interaction, language and communication skills are supported appropriately as the childminder talks with children about their play and the activities they undertake.  The childminder provides a good range of resources and activities that support children's individual interests in all seven areas of learning.  Children are provided with a child-orientated environment within the childminder's home to enable them to make choices in what they play with as resources are stored within their reach.  The childminder has evaluated her practice, as a result, she has implemented positive changes to her practice to reflect how children's ongoing learning needs are identified and supported.

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It is not yet outstanding because

 There is further scope for parents to share information about their children's learning at home so that the childminder has a sharply focussed picture of children's achievements.

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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 ground floor of the childminder's home and the garden.

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Inspection activities

 The inspector looked through a range of documentation including the childminder's policies, procedures and children's progress records.

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Inspection activities

 The inspector held a range of discussions with the childminder and interacted with the minded children present.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents through information provided in questionnaires by the childminder.

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Information about the setting

The childminder was registered in 1999 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult children in a house in New Buckenham in South Norfolk and uses the whole of the ground floor and the rear garden for childminding. The family pets are hamsters.

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Information about the setting

There are currently 16 children on roll, seven are in the early years age group who attend for a variety of sessions and nine are school-age children who attend before and after school. The childminder is operating all year round from 7.30am to 6pm Monday to Friday except for family holidays. 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:

 enhance the assessment of children's learning by encouraging parents to share their children's achievements from home and to add their comments to their children's progress records.

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who attend

The childminder provides support and guides children's learning to help them make good progress. She joins in with their play to ensure that children can get the best from the resources available and the activities provided. The childminder interacts well and chats freely with children to support their communication and language development in readiness for their future learning. The childminder undertakes regular observations on children so their progress and achievements are recorded. These are clearly linked to the seven areas of learning and she uses guidance documentation to track children's progress in line with the appropriate development milestones. She refers to guidance in the tracker books to check where children are in their progress to ensure that she has no concerns about their development. The childminder carries out the progress check when children reach two years of age to ensure that their progress is tracked and monitored well.

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who attend

The ongoing progress notes for each child are recorded in individual folders and tracker books. The childminder uses these to plan a range of activities to support children in making good progress in their learning. The childminder discusses children's progress and exchanges information with parents on a daily basis. However, there is further scope to give parents opportunities to share information specifically about their children's learning at home. The childminder does not yet always have a sharply focussed picture of children's achievements both in her setting and at home when planning for their future learning.

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who attend

The childminder finds books that she knows children enjoy and she reads stories to develop their interest in literacy. Children access chalks and paint with brushes to support mark making which helps to develop their early writing skills. Children talk together about the walk they have undertaken in the morning; they collected a range of leaves, flowers and conkers for collage while learning about their environment. The children choose to make pictures from the items collected, as they paint, make patterns from rolling painted conkers onto the paper. Children also paint their hands to make hand prints as they develop their creativity and explore how the paint feels. The childminder provides children with sand in a covered tray to dig in, and they fill/empty containers as they explore how much will fit in the range of different sized containers. Children explore the sand using different sized spades to develop their dexterity and physical skills.

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

Parents are encouraged to bring their children for a trial visit to help them get to know the childminder and to help them to settle. As a result, children have formed close bonds with the childminder and confidently go to her for support. The childminder obtains a good understanding of children's needs from the beginning because she talks with parents to gather an appropriate range of information about children's individual routines, any health and dietary needs. Parents provide meals for their children and the childminder provides them with a range of healthy options for snacks to promote their good health. The childminder takes children on a wide range of regular walks and outings to develop their physical skills and to promote their well-being. For example, they also use the range of large equipment in the garden to ride, climb, jump and run.

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

The childminder gives children clear, consistent explanations about expected codes of behaviour to help them learn to care for, and share, the resources. She has clear house rules displayed to give children positive reminders to help them behave well. The childminder ensures that there are a range of accessible resources available to children. They are stored so that children can make choices and select resources to meet their individual interests and this promotes their independence.

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

Children are developing good self-care skills as the childminder supports them with toileting and washing their hands afterwards and before eating. This helps them to develop a good understanding of promoting their own health and well-being. Their confidence and self-esteem is promoted when the childminder praises them for their achievements. The childminder takes children on regular outings to help them learn about their environment and the wider community. She plans a range of activities during the year to help children develop an understanding of diversity. For example, children have created witches by sticking different coloured shapes onto paper for Halloween and have collected a variety of leaves, flowers and conkers to develop their understanding on the changing seasons. The childminder has developed close relationships with teachers at the primary school and staff at the local pre-school, which help children to settle when they

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

move on for the next stage in their learning.

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provision

The childminder has a good understanding about how to safeguard children, which is supported by the written policy and procedures she has in place. She has a good knowledge of what to do to should she have any concerns about the welfare of a child in her care. The childminder's mobile phone and camera are covered by data protection to ensure that all information is held correctly and securely. A notice reminds parents when on the premises not to use their phones when they enter the childminder's home to ensure that children's welfare is further safeguarded.

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provision

The childminder uses a safety checklist each day to monitor areas of her home that are used for childminding, ensuring that there are no dangers accessible to minded children. She has completed a risk assessment for all outings she undertakes with children in the local community. As a result, she ensures that children are protected from any potential hazards and they remain safe while in her care. The childminder ensures that children are supervised at all times and the adult to child ratios are met consistently. She checks on sleeping children regularly to ensure that children's safety is a high priority. The childminder has clear procedures in place for the emergency evacuation and practises this with children on a regular basis. This helps children to develop a clear understanding of how to remain safe.

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provision

The childminder reviews her policies annually and, as a result, she ensures all her policies reflect any changes to her practice. She has introduced an 'All about me' booklet for parents as this includes more information on what children can do when they start than the current form in place. The childminder has also implemented a planning record for each child's individual learning needs to ensure that they are fully supported with making good progress in their learning. She ensures that a broad and balanced educational programme of activities is provided to support children's ongoing learning. She records progress notes on children's future learning in their tracker books and uses this information to plan and update children's changing needs and interests every two months. As a result, the experiences provided are tailored to meet each child's future progress and learning needs. Parents are kept informed of any changes and events through discussions

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provision

with the childminder, children's diaries and displays.

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provision

Parents are pleased with the information provided by the childminder and they exchange information about their child's individual backgrounds and learning needs. They spend time each morning at the childminder's 'meet and greet' session where they exchange information about their children. The childminder writes a daily diary on the children's day which is sent home for parents to read. She records all observations on children in a folder and uses a tracker book to review and evaluate their progress. Parents complete regular questionnaires to provide feedback to the childminder on the care and learning she provides for their children. The childminder uses this to make improvements to her practice that will benefit children. The childminder knows the staff at the local pre-school well so that when minded children begin to attend she is able to exchange information for consistency of their care. She extends the use of the daily diaries to share and record

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provision

children's learning and achievements between herself, parents and the other setting. This ensures that information is exchanged so that children's individual needs can be fully supported.

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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 256168 Local authority Norfolk Inspection number 871597 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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