Childminder in Norfolk

Inspection date

Previous inspection date 10/04/2014 07/03/2011

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are comfortable and settled in the childminder's care. They form good relationships with her and her family. Children settle well in the childminder's care through her clear settling-in procedures.  Children are appropriately safeguarded from harm, as the childminder demonstrates a secure understanding of her responsibilities with regards to protecting children.  The childminder works well with parents, sharing information verbally with them about their child's day and the range of activities they have participated in.

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It is not yet good because

 The quality of teaching requires improvement. The childminder has limited information about children's starting points on entry to her setting. She does not use her observations of children to enable her to fully understand their level of achievement, interests and learning styles and to shape learning experiences for each child.  The childminder does not effectively work in partnership with other early years settings which children attend. This prevents her from fully complementing the learning that takes place in other areas of children's lives.  Systems for monitoring all aspects of the childminder's provision and involving parents and others in the process are not yet robust enough to enable her to identify weakness and to evaluate the effectiveness of the provision.

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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 childminder's lounge.

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Inspection activities

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

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Inspection activities

 The inspector looked at records relating to children's details, information about their learning and development, written policies, written risk assessments, accident and medication records, proof of the checks used to assess the suitability of all adults on the premises and a selection of other relevant documentation.

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Inspection activities

 The inspector took account of the views of parents spoken to at the time of the inspection.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in a house in Thetford, Norfolk. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toy library three times a week and visits the library. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, of whom three are in the early years age group and attend for a variety of sessions. 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.

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must:

 undertake observations of children more robustly, including observations of their starting points in order to understand their level of achievements, interests and learning styles. Use the observations to shape learning experiences for each child to reflect the observations

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must:

 implement effective partnership working to encourage a two-way flow of information between all early years settings which children attend, enabling the childminder to complement the learning that takes place across all areas of children's lives.

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

 develop reflective practice and self-evaluation which involves parents and others that informs priorities, monitors the delivery of the educational programme and is used to set challenging targets for improvement.

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who attend

Children participate in a range of activities, which enable them to explore all seven areas of learning. Many of the activities are organised through the local toy library. While this provides children with a varied programme of experiences, it means that the childminder's planning is very general and not effectively tailored to meet individual children's learning. The childminder has some systems in place for observing children in her care, however, has limited information about their starting points and capabilities. She uses her observations to track children's progress, but does not yet have effective enough procedures to enable her to use her observations to fully follow children's interests or to shape activities and experiences to meet their individual learning styles. Parents have some opportunities to discuss their children's progress and to contribute towards future planning.

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who attend

Children enjoy expressing themselves imaginatively as they make good use of the selection of plastic food and kitchen equipment available to them. They chat about which foods they are using for their pretend meals and snacks and offer them to the childminder to sample. The childminder responds appropriately, encouraging them to name the foods and to talk about which ones they like and dislike. Children's language development is encouraged by the childminder asking them appropriate questions and allowing them ample time to respond.

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who attend

Children's literacy skills are encouraged by the childminder providing children with resources, which enable them to make marks to help to develop their emergent writing skills. They enjoy a range of books, some of which are dual language, to enable those children who speak English as an additional language to use their home language in play. The childminder displays a range of words and numbers on her wall displays in dual languages, relevant to children currently attending. Children use puzzles, shape sorters and mathematical resources to help to promote their understanding of shape, colour and numbers. The childminder also makes use of everyday experiences to enhance children's learning. For example, photographic evidence and written observations of the childminder's dog standing on hind legs shows how children used this opportunity as a means of measuring how tall they are compared to the dog. The childminder encourages

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who attend

children to prepare for school readiness by developing their independence skills and learning how to follow directions.

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

Children are settled and comfortable in the childminder's care. They enter her home confidently and part from parents and carers with ease. Children form close and caring relationships with the childminder and her family and approach her for cuddles and reassurance throughout the inspection. The childminder responds affectionately, chatting to them about how they are feeling, what has been happening since she last saw them and what they will do with her for the rest of the day. Children understand the childminder's house rules as she gently reminds them. For example, they know that it is important to wash their hands before meals and to sit carefully at the childminder's table when eating their meals. The childminder uses effective methods to manage children's behaviour. For example, children who are becoming restless are distracted and provided with opportunities to re-direct their attention with the childminder's support. When

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

walking outdoors, the childminder encourages children to walk carefully along the road with her, to hold her hand and to only cross the road when it is safe to do so. Children move confidently around the childminder's home, accessing toys and resources from the selection presented for them in storage boxes on the lounge floor. Children know where the creative materials are stored and help themselves to paper, scissors, pens and glue, in order to guide a freely chosen creative activity. At present children do not have free access to the childminder's garden as some of her fence panels are broken. She is mindful of the need for children to experience regular fresh air and exercise, so makes good use of local parks, playing fields and walks to ensure that children receive this on a daily basis. Children are beginning to learn about taking risks and assessing their own safety. For example, they use safe knives to butter their own sandwiches and to spread

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

the fillings of their choice. They cut their sandwiches into desired sized pieces and carefully place the knives back on their plate.

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

Children enjoy snacks and meals with the childminder, which are generally healthy and nutritious. They have fresh fruit each day and remain well-hydrated as the childminder ensures that their drinking bottles are refreshed throughout the day. Children are prepared for their next stages of learning and for the transitions in their life through the range of activities the childminder plans for them. For example, their regular trips to the local toy library and other activity centres, enables children to develop self-confidence when meeting new people or experiencing new environments.

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provision

Children are appropriately protected from harm, as the childminder demonstrates a secure understanding of her responsibilities to protect children. The childminder ensures that her safeguarding knowledge is kept up to date by attending regular training and reviewing her policies and procedures. All adults living on the premises are vetted and the checks used to assess their suitability are available for inspection. The childminder's effective systems for risk assessing her home and outings ensure that children play in a safe and secure environment.

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provision

The childminder has been registered and actively caring for children for many years. She demonstrates an understanding of all aspects of the Statutory framework for the Early Years Foundation Stage. The childminder uses her knowledge of children in her care to provide them with a varied programme of activities, many of which are organised through the local toy library. The childminder has some systems in place for reviewing and evaluating her childminding provision, however, is not yet effectively using self-evaluation to identify her strengths and weaknesses. Parents are not yet actively involved in her evaluation of her provision, which means that she does not have an accurate assessment of their views and feelings. The childminder is committed to updating her knowledge of childcare through a range of training events and courses.

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provision

Parents spoken to at the time of the childminder's inspection comment positively on her provision and state that their children enjoy being cared for by the childminder. They feel that they benefit from the wide range of activities she provides for them and feel that the childminder supports them as well as their children effectively. The childminder has links with the local pre-school and nursery and has some systems in place for liaising with them to share relevant information about children who attend both settings. However, the systems in place are not yet robust enough to enable the childminder to effectively complement the learning that takes place in other aspects of their lives.

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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 256065 Local authority Norfolk Inspection number 967567 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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