Childminder in Norfolk

Inspection date

Previous inspection date 17/12/2013 18/05/2011

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder provides an excellent variety of interesting and exciting activities, which help children make extremely good progress in all areas of learning.  Children's social and emotional needs are extremely well met by the childminder. She has an exceptionally positive, confident and patient approach towards children. She is very responsive to their individual needs and often praises them, which means they are happy, settled and extremely confident in her home.  The childminder establishes excellent communication with parents, which means they are always consulted and involved in children's learning and development.  The childminder's highly professional and dedicated approach means that she is exceptionally well-organised and efficient in fulfilling her responsibilities to all families and children. She uses excellent safeguarding procedures, which help to ensure children are safe whilst at the setting.

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This provision is outstanding

 The childminder is very experienced, well-qualified and proactive in furthering her professional development.

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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 kitchen and playroom and viewed all areas of the home used for childminding purposes.

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Inspection activities

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

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Inspection activities

 The inspector looked at records relating to children's personal details, information about their learning, planning, accident and medication records, written policies and procedures, risk assessments and a selection of other relevant documentation.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection and also written comments in the childminder's documentation.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 19, 14 and nine years in a village near to the town of Wisbech, Cambridgeshire. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has a pet dog.

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Information about the setting

The childminder attends a toddler group, swimming pool and gymnasium with children. She visits the shops, library and park on a regular basis and collects children from the local school.

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Information about the setting

There are currently 25 children on roll, three of whom are in the early years age group and attend for a variety of sessions. She also offers care to children aged over five years. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Information about the setting

The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years. The childminder is also a member of an approved childminding network.

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

 consider enriching the already excellent provision for children to learn outdoors by creating a comfortable and inviting space in the garden where children can enjoy sitting together, holding conversations and looking at books.

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who attend

The childminder has very high expectations of herself and children. Her expert knowledge of the areas of learning and her very clear understanding of how children learn ensures that all children make excellent progress. Teaching is outstanding because the childminder makes excellent use of accurate assessments of children's progress to plan activities that enable children to achieve exceptionally well given their starting points and capabilities. These assessments demonstrate that all children, including those with special educational needs and/or disabilities and those learning English as an additional language, are making excellent progress towards the early learning goals. The childminder has extremely effective systems in place for completing the 'progress check for children aged two' to ensure they are on track with expected levels of development. Parents are kept informed and involved in this process, which helps them to understand how they can enhance their

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who attend

child's learning at home. The childminder has an exceptionally good understanding of children's individual needs. She finds out about their starting points through discussion with parents and information they complete about their children before they start at the setting.

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who attend

The childminder makes learning fun, responds to children's interests and helps them reach expected and above levels of development. She plans exciting opportunities so that children can explore outdoor areas and their local community. For example, she takes them to the seaside where they play on the beach and collect shells. Children delight in exploring the natural world around them as they visit the forest, go for nature walks and hunt for butterflies. They also thoroughly enjoy the train rides where they look at the different features in the environment from the train window. The childminder has highly effective links with the local school and she introduces children to aspects of school life, such as a recent visit to watch the Christmas play. They have regular outings to toddler groups where they interact with others and enjoy the soft play facilities. This is highly successful in promoting children's confidence in larger groups and provides excellent

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who attend

opportunities for them to practise their skills in sharing and turn taking. The childminder frequently talks with parents about their children's achievements and consequently, parents are fully involved in the promotion of children's learning and development. She also uses a daily diary to support these conversations and parents are able to look at their children's development records at any time. The childminder gives thoughtful consideration to nurturing children's self-esteem and strong sense of belonging. For example, she displays photographs of children's activities around the playroom, celebrating their achievements extremely well. All children have a 'special book', which is a record of their development and identifies their next steps in learning. It is beautifully presented with their drawings, photographs and observations, including things they say. They delight in recalling what they have done when sharing them with the childminder,

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who attend

The childminder's interactions with children are exemplary. She places exceptional emphasis on promoting children's language and communication skills. She talks to children, describing what she is doing and asking them open-ended questions about their play. The childminder understands the importance of children gaining the skills necessary for their future learning, such as opportunities to practise writing their names. Children are encouraged to listen to and follow instructions and activities are provided which challenge them and allow them to develop their independence skills, confidence and self-esteem. Mathematical development is encouraged in many activities as children count, compare, identify shapes and fill and empty containers with sand and water using different sized jugs and funnels. They enjoy playing in their toy supermarket where they are introduced to real money for counting. The childminder has a very patient and receptive approach.

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who attend

She engages with children and captures their interest in learning, which results in children being happy and motivated within their play. Consequently, children concentrate well during all activities and show enthusiasm for learning, which are characteristics of effective learning. She encourages them to try different approaches, persist and solve problems. For example, children enjoy taking part in a water play activity where they discover that some items sink and others float on the water. Children have many opportunities to develop their physical skills everyday. As well as using the very well- equipped garden, they go to the park and enjoy weekly swimming and gymnastics sessions. In the garden children use the different areas to find out about mini-beasts, plants, weather and the seasons. Nevertheless, there is scope to create a comfortable and inviting space in the garden where children can enjoy sitting together, holding

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who attend

conversations and enjoying books. Children learn about other cultures and ways of life through discussion and celebration of significant events. When caring for younger children the childminder focuses on three of the prime areas of learning. She responds to their developing language enthusiastically, encouraging them to develop confidence in making sounds. The spacious and well-organised layout of the house enables children, who have just started to walk, to practice their new skills safely. The childminder is on hand at all times to support this development, offering lots of praise and encouragement. The childminder also cares for children before and after school hours. All children enjoy their time with the childminder and they are excited, motivated and keen to participate in the activities provided for them. She encourages children to learn together and from each other. The childminder successfully plans her time so children have maximum

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who attend

opportunities to develop their skills. She provides a balance of relaxing but stimulating activities and experiences for older children. For example, they enjoy making apple pies after school. They also enjoy having their evening meal together, which is a relaxed and social time for them. Children very clearly feel valued and have high levels of self- confidence and self-esteem. All children have developed an excellent sense of belonging at the childminder's house and quickly become members of the family.

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

Children are cared for in a very welcoming environment that is well-organised to meet their individual needs. Children have developed warm and responsive relationships with the childminder and each other, which is a real strength of this outstanding setting. The childminder is an excellent role model for children and she is extremely enthusiastic in her approach. She is calm and has high expectations with regard to behaviour and setting clear guidelines for children to follow. Highly effective and well-established settling-in systems ensure that children form extremely secure emotional attachments with the childminder and her family. She gathers a wealth of information from parents about their child's stage of development, abilities and interests, in order to meet their individual needs. She plans activities, which she knows will interest children and make them feel welcome. She also asks parents to write a short description of their child's daily routine, so

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

that she can follow this for consistency of care. The childminder knows children in her care extremely well and uses her knowledge to meet every child's needs effectively. For example, she recognises when younger children are getting tired and follows their individual sleep routines.

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

Children demonstrate high levels of self-confidence as they decide what they would like to play with and safely access the extensive range of resources set out in the playroom. The childminder actively promotes children's independence and encourages them to learn the skills to help them to remain safe and healthy. For example, younger children have their own flannel for washing their face and hands before and after eating. They are encouraged to talk about dental hygiene as they visit the dentist in their play in their role play area. The childminder is highly effective in supporting children's understanding of a healthy lifestyle. Fruit, vegetables and other healthy foods help them learn about what is good for them. Children have excellent opportunities to experience fresh air and exercise when they play in the childminder's garden, or visit the local playground. The regular visits to the swimming pool and gymnasium enable children to learn about keeping fit and

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

active. They develop an excellent understanding of safety as they explore and take risks under the childminder's supervision. The childminder gives high priority to safety when children travel in her car and also by teaching them how to keep themselves safe when going for walks in the locality.

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

Children are effectively prepared for the next stages in their learning, for example, they are provided with superb opportunities to develop confidence when playing with other children at the setting. Some of the younger children accompany the childminder when she takes older children to school, so they become familiar with the school environment and routines. The childminder has developed excellent links with the teachers at the local primary school, which effectively supports their transition into school. They regularly attend events in the local area, visit the library and meet people in the community. For example, they are delighted when the local policeman shows them their car, demonstrating the siren and flashing lights. The childminder has developed highly effective partnership with all parents. She records information about children's day in a daily communication book, so that parents are informed about their child's care. They are

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

also encouraged to add comments and share information of what the child has done at home. The childminder has cared for children for many years and is very experienced in working in partnership with outside agencies. As a result, she is confident in seeking support and working with parents and other professionals to help all children who may need additional support. Due to this, all children, including those with special educational needs and/or disabilities make excellent progress.

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provision

The childminder has many years experience in childcare and organises her setting in an outstanding manner. She is extremely professional and has a very good understanding of how to provide a highly stimulating environment for children. The childminder has an excellent knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. She is passionate about her work and has an extremely secure knowledge and understanding of safeguarding procedures and how to protect children in her care. She has attended regular training courses in child protection to enable her to respond appropriately to any concerns. The childminder has devised a comprehensive policy, which explains her responsibilities and outlines the procedures that are followed. These are shared with parents to ensure that they understand her responsibilities. The childminder puts children's needs first and their safety and welfare have the highest

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provision

priority. She always ensures that children are appropriately supervised. All adults living on the premises have been appropriately vetted. Highly effective risk assessments are conducted indoors, outdoors and for outings. These successfully enable the childminder to identify risks, address any safety issues and keep children safe and secure. This means that parents can be reassured that their children are consistently well-cared for.

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provision

The childminder monitors children's progress extremely well. She plans and provides an excellent range of stimulating activities and experiences that help children make exceptional progress in all areas of their learning. The childminder is constantly looking for ways to further enhance the learning opportunities, such as in the outside area. She carries out evaluations of the provision and she uses parents and children's views and comments in helping her make improvements. This shows that she is able to maintain the highest levels of achievement for children and the continuous improvement of her setting. The childminder regularly seeks out opportunities to develop her knowledge around childcare and child development through reading, research and attending an extensive range of training courses. She is very dedicated in her role and committed to maintaining the highest quality care and education for children she cares for. She maintains her

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provision

paperwork in an exemplary manner. Every family is given a copy of the policies and procedures covering all aspects of the provision.

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provision

Partnership with parents is outstanding because the childminder fully engages parents in their children's learning. She provides them with clear and very well-presented documentation, which enables them to play a highly active role in their children's learning and development. The childminder communicates regularly with parents to enable them to discuss the next steps in their children's learning. She plans many exciting events for children and their families in the community. For example, she recently arranged for an ice rink to be installed on the local playing field, which was very popular with both children and their parents. Parents spoken to on the day of the inspection were highly complimentary of the care provided for their children. They are extremely appreciative of the excellent way their children are being cared for. They are confident that their children are in safe hands and say that their children are eager to attend everyday. The

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provision

childminder is held in very high regard in the local community and has a waiting list of families wanting to use her service.

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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 EY241748 Local authority Norfolk Inspection number 944031 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 25

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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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