Childminder in Norfolk

Inspection date

Previous inspection date 07/05/2014 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 has a good understanding of how children learn and plans effectively to ensure that there is a balance across the areas of learning. She uses observation and assessment of children's progress well, to plan for their next steps and include their particular interests, so children enjoy their learning.  Children have formed strong bonds and attachments with the childminder. This means that they are confident, happy and sociable and have a firm base from which they make good progress in their learning.  The childminder takes positive steps to safeguard children, ensuring her premises are safe and children are learning how to keep safe, through everyday activities.  The childminder has developed trusting partnerships with parents. They value the time she spends with their children and the information shared with them about their children's development and welfare.

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It is not yet outstanding because

 There is scope to involve parents further in the planned learning for children by offering more ideas, so that parents can extend children's learning at home.  There is potential to involve children further in community activities and extend the opportunities for children to mix with their peer group.

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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 rooms where children play and the outside learning environment.

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Inspection activities

 The inspector observed an activity planned by the childminder and discussed the aims and the learning intentions with her.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her co-childminder and assistant.  The inspector viewed the provider's self-evaluation and improvement plan.

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Inspection activities

 The inspector took account of the views of parents provided through information included in the childminder's own parent survey and comments in their children's developmental records.

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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 two children aged five months and four years in Dereham, Norfolk. The whole property, with the exception of the main bedroom on the first floor, are used for childminding. There is an enclosed garden for outdoor play. The childminder works with an assistant each day. On occasions, she also works with her husband who is also a registered childminder, although not caring for children in his own right. The childminder collects children from the local schools and pre-schools. There are currently seven children on roll, six of whom is in the early years age group and mostly attend part-time. One child is school-age, attending after school or during the school holidays. The childminder cares for children Monday to Sunday, from 6.30am to 6pm, all year round except family holidays.

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

 consider further ways to involve parents in the learning and development of children, by offering them ideas linked to identified next steps, to support children's progress at home

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

 build on the well-planned ideas for taking children to pre-school groups and on outings locally, providing more opportunities for them to learn about their local community and socialise with a larger peer group of children.

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who attend

The childminder's good teaching practice is based on her secure knowledge and understanding of how to effectively promote the learning and development of young children. She gets to know the children she is caring for very well. For example, she knows their interests, what they can do and what the next steps are in their learning. This knowledge enables her to provide a wide range of freely-chosen and planned activities that help to promote children's learning and development and which children thoroughly enjoy. Consequently, children are making good progress in their learning. The childminder makes frequent and detailed observations of the children, recording these in well- presented books, which also include lots of photographs showing children happily learning through free play and planned activities. She effectively tracks children's progress across all areas of learning, to ensure there are no gaps in learning and all children are working

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who attend

comfortably within the typical range of development expected for their age. Parents and children are warmly welcomed in to the childminder's home. The childminder routinely shares information about children's daily activities and routine care needs with parents, so they are able to share in their children's experiences in the setting. She offers parents opportunities to meet and discuss their children's progress and they regularly view and comment on their children's assessment records, which include a planning sheet drawn up by the childminder to focus on children's next steps for learning. However, there is scope to provide further information or ideas for activities children can do at home with their parents, to guide learning at home and maximise the progress made by children.

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who attend

The childminder understands that children learn best through play and first-hand experiences. For example, she uses children's interest in exploring a tray filled with oats to count the number of scoops they use to fill different-sized and shaped containers and demonstrates how to use a funnel, encouraging them to copy and achieve. Consequently, children are learning simple mathematical concepts, beginning to understand numbers and learning to problem solve from a young age. Furthermore, children's self-esteem is promoted as they receive high levels of praise for their attempts as well as their achievements. The childminder plays at the children's level and engages well with them, supporting their learning and development. She is attentive to the children and is skilled in promoting their communication in English using expressive speech and eye contact, facial expressions and smiles, particularly for the younger children. The childminder talks to

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who attend

children throughout activities, commenting on what they are doing, naming things and asking questions to encourage their thinking. She finds out about children's language experiences at home, particularly where languages other than English are spoken in the children's home. She learns key words in languages spoken by the children, in order to support the children to develop their language skills and fully understands the benefits of bilingualism and how this can support children in developing their skills in English. Children have access to a range of books and the childminder regularly reads them favourite stories. They self-register on arrival. learning to recognise their own name and signs and labels around the setting teach children that print carries meaning. Children thoroughly enjoy the daily group song-time and join in enthusiastically with the words and actions. Consequently, children are becoming confident communicators.

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who attend

Children thoroughly enjoy being outdoors and choose to spend a great deal of time playing in the childminder's garden. The childminder teaches children about where their food comes from as she encourages them to help plant and tend vegetables planted in the garden. Children thoroughly enjoy exploring different textures and natural materials, such as sand, water, oats and soil. The childminder uses this as an opportunity to introduce numbers and counting or colour recognition in a fun way. Outdoors, children enjoy being physically active. They take great delight in climbing up and coming down the slide, riding small wheeled toys or pushing small trolleys. Children role play in the small house. The childminder, noticing children pretending to cook, instructs her assistant to add some oats to the children's play, creating real-life experiences for the children. Children's developing independence is very well supported and a key strength of the childminder's practice.

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who attend

Children eagerly help with small tasks, such as getting out their chair for snack and collecting their plates from the kitchen. They learn key self-care skills such as dressing and feeding themselves with appropriate levels of support. Toys are resources are easily accessible and children readily choose the ones they would like to play with, learning how to make choices and decisions. Children clearly enjoy spending time with the childminder who interacts extremely well with them. They are learning to be polite and caring through the childminder's good role modelling and calm guidance. Children clearly enjoy the company of other children and are building secure friendships. Consequently, children are well prepared for the next stage in their learning, such as starting nursery or school.

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

Children enjoy warm relationships with the childminder, her co-childminder and assistant. They are treated as part of the family and therefore develop strong attachments. The childminder tailors the settling-in process to meet each child's individual needs and parents' wishes. Children are given time to get to know those caring for them and become familiar with their surroundings. This further contributes to children feeling safe and secure in the childminder's care. Parents discuss their children's individual needs, routines, likes and interests with the childminder while their children are settling. This means she is able to meet their individual care needs effectively from the start. Children show that they are confident and well-motivated to explore the play environment and to engage actively in learning. The environment is homely and very child-orientated. Children's artwork, photographs of the children at play and colourful posters are thoughtfully displayed

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

around the home, creating a space where children experience a strong sense of belonging. Resources are varied and of a good quality. They are easily accessible and in good weather, children are able to move freely from the indoor to outdoor play environment. Consequently, those children who learn best outdoors are able to easily access this environment.

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

Children behave well, they understand what is expected of them as the childminder praises them when they show good manners and when they are kind and share toys. She values children's individuality and is mindful of her responsibilities to help children learn about the similarities and differences in others and respect different cultures and backgrounds. For example, children hear and learn that people speak other languages, as the adults working in the setting sometimes communicate in Portuguese. The childminder acknowledges that she does not currently take the children on many outings locally, so children have fewer opportunities to learn about their local community and socialise with a broader group of children. The childminder teaches children to take care and manage their own movements and actions, through gentle reminders and clear explanations. For example, she encourages older children to be aware of the younger ones while playing

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

energetically or using equipment in the garden. Consequently, children are beginning to understand how their actions impact on their friends playing nearby and how to play safely. The childminder ensures that children acquire important skills, such as listening and following simple instructions, concentrating and self-care. This means that they are well-prepared for future learning as they progress on to pre-school, nursery or school.

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

Children are learning about healthy lifestyles. The childminder gently guides and supports children's understanding of maintaining their own personal care. They know when to wash their hands, for example, after playing outdoors or before eating and are encouraged to do this independently. Furthermore, the childminder reminds children to clean their teeth after lunch, so they are learning good dental hygiene practices from a young age. Children choose to spend lots of time outdoors in the childminder's garden. They are physically active, running, climbing, jumping and balancing or riding small-wheeled toys, benefiting from lots of fresh air and exercise. The childminder provides a range of healthy, nutritious meals and snacks, which she freshly prepares so that children's preferences and dietary needs are carefully considered. Children are encouraged to eat a range of foods and are introduced to new foods and textures. Drinks are always available and children are

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

encouraged to help themselves, ensuring that they remain hydrated. Mealtimes are social occasions, where adults join the children and initiate conversations. The childminder provides comfortable, quiet space for younger children to sleep undisturbed according to their needs and routines. Consequently, children's health and well-being is very well supported by the childminder.

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provision

The childminder has a good understanding of her responsibilities for meeting the learning and welfare requirements of children in her care. She has a secure knowledge and understanding of safeguarding issues and the procedures to follow to refer any concerns. The childminder ensures that parents are fully aware of her role and responsibilities to protect all children in her care, as she provides them with copies of her policies and procedures, when their children start attending her setting. Children play in a safe environment because the childminder is conscientious about supervising them and minimising any potential risks. For example, she keeps her home secure and establishes the identity of any visitors. The childminder assesses any outings carefully to ensure that she considers any possible risks, so children are kept safe.

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provision

On occasions, the childminder works with a co-childminder, but retains overall responsibility for the children. She frequently uses an assistant, providing a high ratio of adults to children on most days. This means that children receive lots of individual time and attention when those caring for them can focus on helping children acquire new skills and support children in making progress in their learning. The childminder, co-childminder and assistant work well together, capitalising on each other's strengths, knowledge and ideas. They regularly discuss their observations of children's progress and plan activities together. The childminder consistently assesses the impact of her overall provision, the activities, resources and teaching on children's learning and development. This means she has a good overview and is able to identify any gaps in children's learning or in the educational programme she provides, so these can be swiftly addressed. The childminder

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provision

is aware of partnership working to secure support for children with identified needs and understands the need to work with other professionals to ensure early intervention if necessary, so all children's needs are effectively met. Furthermore, the childminder understands how to work with other key persons when children attend other settings, to ensure continuity for the children in their care, learning and play.

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provision

The childminder demonstrates a strong commitment to improving her practice. Since registration, the childminder has moved home and created a very child-centred, stimulating and welcoming environment, both inside and outdoors. She has actively sought support from other professionals and successfully used their recommendations to improve her provision. Self-evaluation and improvement planning are consistent, accurate and effective in bringing about future improvement. Parents' views are sought through questionnaires about the childminder's services and through daily discussions with parents and children. This helps the childminder when considering the ways in which she can plan to make further improvements to her provision in the future. Parents responses in the questionnaires are very positive and they particularly comment on the professionalism and helpfulness of the childminder, the range of activities enjoyed by their children and how

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provision

happy and settled their children are, as well as the good progress their children are making while attending the setting. The partnership with parents is strong. Information from parents is highly valued and really helps the childminder to get to know the children and to reflect their interests, abilities and backgrounds in the way she plans and organises activities. Parents are kept informed about their children's routines, activities and achievements while with the childminder, through daily verbal contact, text messages and daily diary entries. Parents appreciate the high quality, flexible provision made for their children, who are making good progress and building a firm foundation for their future learning.

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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 EY469246 Local authority Norfolk Inspection number 943665 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 7

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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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