Lois Patricia Norcott

Inspection date

Previous inspection date 10/02/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 provides a very warm and welcoming environment where children settle very quickly and feel safe and secure.  The quality of teaching is good which effectively prepares children for the next stage in their learning.  The childminder has very positive relationships with parents which promotes continuity of care for children.  Observations of children's learning and development are accurate and well organised. This means that planning reflects each child's unique needs and they make good progress as a result.

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It is not yet outstanding because

 The childminder misses opportunities to develop the use of numbers and print outside. Therefore, she provides slightly fewer opportunities to develop children's early reading and mathematical skills in this environment.  The childminder does not consistently offer a range of resources that promote positive images of diversity. Therefore, she misses opportunities to fully develop children's understanding of a variety of cultures.

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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 children's play, snack and sleep times, and the childminder's interactions with them.  The inspector took account of parents' views from written letters and feedback.

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Inspection activities

 The inspector considered a sample of the childminder's policies and planning, and the children's learning journals.

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Inspection activities

 The inspector held discussions with the childminder at suitable times throughout the inspection.

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Information about the setting

The childminder registered in 2013. She lives with her partner and four children in Chippenham, Wiltshire. Children play downstairs with the upstairs use for sleep if applicable. There is a garden for outdoor play and the childminder regularly makes use of a local park. The childminder has several rabbits, guinea pigs and chickens. The applicant is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She offers childcare before, during and after school and in school holidays. She is able to take and collect children from local schools and pre-schools and toddler groups. The childminder is registered to take free entitlement funding for children aged three and four years.

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

 develop further the use of numbers and print outside to further encourage children's interest in letters and numbers

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

 extend the range of resources to further develop children's understanding of diversity.

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who attend

The childminder welcomes children into a warm and friendly environment. She has a good understanding of the learning requirements of the Statutory Framework for the Early Years Foundation Stage. Therefore, she provides children with a wide range of play and learning activities and helps them to make good progress in their learning. Children can select most resources for themselves, which helps them become independent learners. The childminder takes a lead from the children's interests to plan stimulating activities which extend their learning, for example, by visiting local fire and police stations. She is skilled at extending children's language, and uses songs and rhymes effectively to support children's early communication. The childminder plans clear next steps in learning to support children's development and shares these with parents through 'learning journals'. She has developed good relationships with parents, who contribute to children's records

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who attend

from the beginning through an 'all about me' form. The childminder is aware of the need to complete the progress check for two year old children. Therefore, she uses assessment well to plan and promote children's learning.

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who attend

The childminder shows a clear awareness of how children learn through play and makes good use of routines to extend children's mathematical development. For example, she encourages them to count the train pieces and sort the cars into the correct box when they tidy up. She provides chalks and pencils for young children to begin making marks. She extends this by providing challenging activities for older children to write lists and individual letters, when they show enthusiasm for writing the letters in their names. These opportunities clearly help to promote children's early writing skills. Babies are encouraged to explore cooked spaghetti and handle natural objects from the 'treasure basket'. This appropriately develops their finger control and manipulation ready for using pencils and other implements for writing. The childminder provides a wide range of books which children can reach from a low-level shelf which promotes their interest in reading. There is

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who attend

a varied selection of posters on the walls which also promotes children's interest in print and words. However, there are fewer opportunities for children to see numbers or print outside. Consequently there is slightly less chance for children to learn about these when playing outside. The childminder makes use of local groups including 'messy Mondays' and 'noisy Fridays' to further extend children's experiences and to enable them to mix in larger groups. This supports their social skills and ability to interact with other adults and children.

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who attend

Children delight in feeding the childminder's rabbits and she supports their understanding of caring for nature by giving them daily chances to be outdoors. The childminder makes use of a large local park to further develop children's physical skills. She takes additional resources including balls and bikes to the park so that children can explore in a large area. Babies are encouraged to crawl and develop as the childminder offers encouragement and toys for them to reach out for and touch. The childminder provides a range of toys which have buttons to press and this encourages their understanding of technology. However, there are fewer resources to support children's understanding other cultures. This slightly reduces opportunities to promote children's awareness of diversity. The childminder offers opportunities to paint and explore different media including glue and collage. Children and babies show that they are curious and confident, even if they have only been with the

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who attend

childminder for a short time. This results in a stimulating environment which nurtures all children's interests and develops positive attitudes towards learning.

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

Children show that they feel very safe and secure, despite the care arrangements being new to them. The childminder has a good knowledge and awareness of children's individual needs and interests. As a result, children settle well and feel very much at home with the childminder and her family. They begin to form friendships and make relationships. The childminder develops this by displaying photographs of the children in the playroom. Children recognise these and talk about their families and friends, developing a strong sense of belonging. As a result, as they begin to confidently explore and learn. The childminder helps children to develop independence skills. For example, children learn to drink from an open cup and to help with simple tasks including putting their boots on. These opportunities help children to gain the skills they need for the eventual move to school. Children learn how to keep themselves safe as the childminder reminds them about being

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

careful in different situations. She makes the most of children's interest in keeping safe in the park to talk about 'people who help us'. She talks to the children about the dangers of unknown dogs when in the park so that they learn to keep themselves safe. The childminder is clear about her evacuation process from the home and she practises fire drills regularly with the children. This helps the children to learn what to do in an emergency. Children show they are sociable, playing alongside babies and toddlers. The childminder is calm and gentle with the children and a good role model. She uses distraction techniques very effectively to prevent toddlers becoming upset. For example, using favourite songs and rhymes to make nappy changing routines a fun and composed time. Children behave very well, given their young ages and stages of development. They feel safe and secure because the childminder offers them plenty of praise and positive

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

encouragement. For example, they tidy up quietly and quickly, putting the toys in the labelled boxes. The childminder follows children's home sleep routines closely to support their physical growth and development.

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

The childminder promotes children's good health and well-being effectively. For example, she teaches children that they need to wash their hands thoroughly before they eat. The children find their own hand towel, and return it to the hook. The childminder ensures that children wash their hands thoroughly after feeding the rabbits, which promotes their health and wellbeing. Children enjoy daily fresh air and exercise when they visit local parks and the childminder's garden. The childminder provides home cooked meals and healthy snacks. Parents say they are particularly impressed with the quality of the food and how much their children eat. The childminder provides healthy meals and snacks and encourages children's involvement at mealtimes. For example, children choose their cereals and the older ones pour them into a bowl ready to eat.

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provision

The childminder is fully aware of the importance of meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She understands child protection issues and has attended relevant training in order to effectively promote the children's welfare. She can confidently explain the procedures to follow in the event of a concern. The childminder holds a relevant first aid certificate and has clear procedures for administering medication. She conducts risk assessments of the home, outings and the garden, which means she promotes children's safety well at all times.

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provision

The childminder evaluates her provision accurately using a self-evaluation form. She identifies her strengths and areas for development. For example, she feels an important strength is working with the parents and she identifies plans to make improvements to her resources. Since registration, the childminder has undertaken several courses, and is studying to become qualified to level 3 in early years. She uses her training to reflect on her provision and improve her practice further. The childminder uses relevant documents from the professional childminding association and local authority support to evaluate her practice. She uses these to track children's development and monitor her provision for children's learning. The childminder is committed to continuing her professional development and ongoing evaluation.

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provision

The views of parents and children are positively encouraged and contribute towards the plan to improve the overall quality and outcomes for children. For example, children have pages in their 'learning journals' where they express their likes and dislikes. Parents written comments suggest they are extremely happy with every aspect of the care and education offered to their children. They are especially happy with how well their children settle quickly with the childminder. The childminder is committed to working in partnership with parents. Information is offered in daily diaries to tell them about their child's day. She also offers them, a very informative welcome portfolio and copies of the policies and procedures. Parents are delighted with the childminder and her 'warm and welcoming approach to all children'. She has established good links with staff at local pre-schools to help promote consistency for children in their learning and development. She also knows

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provision

about the benefits of developing links with other providers to support children when they move on to preschool, nursery or school.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY465753 Local authority Wiltshire Inspection number 931092 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection not applicable

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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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