Childminder in Norfolk

Inspection date

Previous inspection date 05/03/2014 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 promotes safeguarding well. Children have good emotional attachments to her and are happy and settled in this warm and welcoming childminding setting.  The childminder has a good understanding of how children learn. Children make good progress in their learning and development because activities are planned which promote the next steps in their learning and good teaching supports their progress.  The childminder demonstrates strong partnerships with parents. She effectively engages them in their children's learning and development in the childminding setting and at home. She encourages them to share what they know about their child and keeps them fully informed about their children's achievements and progress.  Children develop a good sense of belonging because the childminder follows consistent routines that help them know what happens next at any point in the day. Established routines for sleeping and feeding are discussed with parents and are continued, to

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It is not yet outstanding because

 There is scope to improve how children's speech and language development is promoted, to further support them to become more confident communicators.

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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 dining room.

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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 checked evidence of suitability of adults working with children and household members.

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Inspection activities

 The inspector looked at activity planning, records of children's learning and a selection of policies and records.

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Inspection activities

 The inspector did not see any parents during this inspection but took account of parents' comments detailed in questionnaires and written testimonials.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged nine, seven and two years in a house in Downham Market, Norfolk. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The family has a dog and two guinea pigs as pets.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently four children on roll, two 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.

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

 provide further support to children in the acquisition of their communication and language skills, such as encouraging children to remove dummies from their mouths while they are talking and playing.

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who attend

The childminder gathers useful information from parents when children first attend the childminding setting. This helps her establish starting points in children's learning and means that she is quickly able to plan activities that build on what they already know. The childminder knows the children well and talks confidently about their interests and where they are in their learning and development. She tracks their progress effectively. Records demonstrate that children are working comfortably within the expected developmental band for their age. The childminder keeps parents fully informed about their children's developmental progress. They take written records home to look through and are encouraged to contribute to them, sharing what they know about their children. This information is used to feed into planning. There are no children on roll for whom the progress check at age two is due.

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who attend

Children are motivated to learn and are supported well to acquire the skills they need to be ready for the next stage in their learning, such as moving on to school. This is because the childminder has a good understanding of how children learn. She supports them well, to make good progress in their learning and development, through effective teaching and a good balance of child-initiated and adult-led activities. Children confidently explore the environment, knowing that the childminder is nearby and they readily seek her out to share play experiences. She is actively engaged in their play and responds well to their interests. For example, when children roll the maracas across the floor, the childminder suggests that they find a ball. She encourages the children to roll the ball to each other. The childminder recognises the short concentration span of younger children, readily suggesting other activities and games. When children lose interest in looking at picture

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who attend

books she suggests that they do a singing activity instead and extends this by providing a range of musical instruments. Children enjoy exploring the sounds that they make with the instruments, creating sounds by banging, shaking and tapping.

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who attend

The childminder recognises the importance of promoting children's communication and language skills. She responds very well to the babbles and gestures of babies. Children hear language and conversation all of the time because the childminder talks to them about what they are doing, their routines and activity suggestions, using simple language and short sentences. She effectively mimics holding conversations in response to babies' vocalisations. However, children are not consistently encouraged to remove their dummies while they are playing. This restricts their vocalisations. Through discussion, the childminder demonstrates that she is aware that the use of a dummy can make it more likely for children to make certain speech sound errors. She is looking at ways to support children to enjoy experimenting with and learning language. For example, she finds that children forget about their dummy after they have had snack and do not then ask for it.

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who attend

She notices that they are more vocal when they do not have their dummy, so she is considering other ways to encourage children to part with it earlier in the day.

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

Children are happy, settled and have very good emotional attachments with the childminder. Their transition into the childminding setting is managed well. Children and parents visit for regular settling-in visits, until everyone feels comfortable with the new arrangements. The childminder talks to parents about young children's established routines for sleeping and feeding. She continues these routines, to promote continuity of care and help children develop a sense of belonging. Children feel safe with her and confidently go to her for support and reassurance, or just for a cuddle. The childminder is a very good role model. She treats children with respect and positive regard, helping them to play well together, share toys and learn about what is acceptable behaviour. Consistent routines are followed that help children know what happens next at any point in the day.

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

Children develop the necessary skills which helps them embrace new experiences with confidence, such as moving on to nursery or school. The childminder provides a warm, welcoming and stimulating learning environment in which children feel secure and are confident to express themselves. They benefit from a wide range of age-appropriate toys and resources, to support their learning and development. Toys are stored well, so that children can choose what they want to play with. They are supported to tidy one toy away before bringing out another, to reduce the risks of trips and falls. This helps children learn how to keep themselves safe, along with regular routines including the childminder talking to children about road safety when on outings. The childminder regularly practices the emergency evacuation drill with children, to ensure that everyone knows what to do in an emergency.

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

Children learn about the importance of good hygiene because the childminder promotes this aspect of their learning well. Nappy changing procedures are effective, to reduce the risks of cross-infection. Children are encouraged to wash their hands after having their nappy changed, promoting healthy habits as part of everyday routines. They are provided with meals and snacks that are healthy, balanced and nutritious. Fresh drinking water is available at all times, helping children to stay hydrated. Even very young children confidently help themselves to their drink. Outdoor play is promoted well and children have daily opportunities to be outdoors.

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provision

The childminder fully understands her responsibilities to safeguard the welfare of children. She has a good awareness of the signs and symptoms of abuse, to help her recognise when a child is at risk. She knows what to do if she is concerned, in order to safeguard the welfare of children. A comprehensive policy is in place and this is shared with parents. Thorough risk assessments are carried out, along with a daily safety checklist, to ensure that hazards are identified and steps are taken to limit risks. This means that children can play safely both indoors and outside.

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provision

The childminder understands the requirements of the Early Years Foundation Stage, to ensure she is able to work within the framework and meet her legal duties. She evaluates her childminding practice effectively, to identify her strengths and areas for development. She seeks the views of parents and has an action plan for improvement that is challenging, achievable and designed to bring about positive impacts on children. The childminder is enthusiastic about her own professional development. She has attended mandatory training for childminders and attends other, relevant training courses and workshops to enhance her childminding practice. In addition, she seeks the support of other professionals and acts on their advice. For example, she has improved how she observes and assesses children's learning, to ensure that her activity planning directly links to their identified next steps.

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provision

All documentation, necessary for the safe and efficient running of the childminding setting is in place. Policies and procedures are shared with parents, enabling them to make informed choices about their children's care. The childminder demonstrates a strong commitment to working in partnerships with parents, to ensure continuity of care and learning for children. She keeps them informed through daily written and verbal communication. Questionnaires for parents are sent out, to seek their views. Responses show that they appreciate the childminder's flexibility to meet their childcare needs and are pleased with the childcare service that is provided. They feel reassured that their children are in a 'safe and caring environment which provides opportunities for children to develop and learn'. Written testimonials from parents support these comments and further add that they find the childminder 'friendly, approachable and caring'. They value that she

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provision

offers 'a stimulating, well-structured home-from-home environment' and feel 'safe in the knowledge' that their children 'couldn't be in safer hands'. The childminder is aware of the importance of working in partnership with others who may provide care and learning for the children, so that concerns about children's well-being or development can be quickly identified and managed. There are currently no children on roll who attend any other setting.

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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 EY466609 Local authority Norfolk Inspection number 936590 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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

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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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