Childminder in Norfolk

Inspection date

Previous inspection date 14/04/2014 25/06/2013

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early years provision

This inspection: 2 Previous inspection: 2 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 quality of teaching is good as the childminder has a secure knowledge and understanding of how children learn through play and free exploration. She carefully observes the children to assess their skills and interests, effectively adapting her teaching to ensure all children are included and actively engaged in activities, which support their progress.  Children have formed strong bonds 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 themselves 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 potential to further develop the use of the outdoors, to offer children richer and more diverse experiences to build and create which can focus more precisely on supporting children's physical 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 rooms where children play and the garden.

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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, the provider's self-evaluation and improvement plan.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection and provided through information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2005. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and adult daughter in a house in Bawdeswell, Norfolk. The whole of the premises are used for childminding. There is an enclosed garden for outdoor play. The family has five dogs, some chickens and fish as pets. The childminder has a relevant qualification at level 3. She works with an assistant every Tuesday when older children are present after school. There are currently 10 children on roll, five of whom are in the early years age group and attend part-time and five are school-age, attending either before- and after-school or during the school holidays. The childminder cares for children Monday to Friday, from 7am to 6pm, all year round, except bank holidays and family holidays.

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

 enrich the outdoor learning environment, to give children additional opportunities, which further support their emerging physical skills and extend their building and creativity outside.

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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 through play and first-hand experiences. She talks to parents about their children's stage of development and interests at home, when children first start, which enables her to plan for their learning from the outset. The childminder makes frequent observations of the children during their play, in order to identify their next steps for learning. This means she is able to plan activities according to each child's individual needs and interests, with sufficient challenge, so that all children make good progress in their learning and development. Consequently, all children are reaching the expected levels of development for their age. The childminder frequently shares her observations of the children's progress with their parents through daily discussion and records in a daily

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who attend

diary acting as an additional means of two-way communication. Furthermore, all children's developmental records are computerised, so that parents can confidentially access their own children's online journal from home, view photographs and recorded observations at their leisure. Parents comment positively about the system the childminder uses and that they are easily able to see, through uploaded photographs, what their children have been doing each day, as well as share in their children's learning, so they can support this at home. In addition, some parents request that important family members living away, such as grandparents or aunties be allowed access to their children's journal page, so they are also able to share in the children's experiences. This means that the childminder builds up good relationships with parents and extended family members and is able to talk knowledgably with the children about the key people in their lives. Consequently, children

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who attend

experience a strong sense of belonging and their emotional well-being is well supported.

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who attend

The childminder encourages children's communication skills through effective interaction. She talks to children throughout activities, commenting on what they are doing and asks questions to encourage their thinking. She teaches younger children new words during their play, encouraging children to copy and repeat. Children learn through the print rich environment, that print carries meaning. All children self-register, learning from an early age to recognise their name, which is also displayed alongside their artwork. This gives children a strong sense of achievement as their free creative work is thoughtfully displayed in the playroom. Children's developing love of books is well fostered, as the childminder plans many interesting activities connected to favourite stories. For example, all children helped to create the wall display featuring 'The hungry caterpillar'. This helps stories to come alive for children and reinforces learning. The childminder is a good role

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who attend

model for children. She continually praises their effort and achievements, which encourages children to try new experiences and builds their confidence and self-esteem. Children's developing independence is very well supported. Children select toys they would like to play with, moving freely between play areas indoors and outside and they initiate their own play. For example, children of differing ages join together in imaginative play with the sand, pretending to make food and cook. The enjoy exploring outdoors and are learning about the natural environment as they help to feed the chickens, plant and tend the vegetables or observe the wildlife. The childminder uses these real-life experiences to talk to children about safety. For example, she points out the holly bush, which children know is prickly and reminds children not to go near the nettles that are allowed to grow in some areas to attract butterflies. However, there is the potential to further enhance the

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who attend

provision in the garden, so that children have even more opportunities to use their larger muscles for climbing and balancing, building and creating.

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who attend

The childminder is a good role model for children, joining in their activities with enthusiasm, demonstrating how things work and allowing children time to investigate and try for themselves. She provides younger children with large trays of rice, foam or sand for them to explore. Children's eagerness to return to playing with coloured rice, scoops and bowls, means that they enjoyed the previous experimentation and are able to consolidate their learning. For example, young children practise carefully transferring rice from different sized containers, honing their hand-to-eye coordination skills and manual dexterity. Children access resources, such as, pencils, crayons and paper, to make meaningful marks or begin to practise their early writing skills. They enjoy being creative, concentrating for extended periods as they make picture frames from card and coloured paper, which the childminder laminates to preserve their lovely work. They draw pictures,

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who attend

handing these to the childminder as gifts to say 'thank you'. Children clearly enjoy their time with the childminder and have formed close bonds with her, supporting their emotional development. They are confident, happy, becoming independent and learning to communicate well, developing the necessary skills in readiness for school and the next stage in their learning.

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

Children settle quickly and a special bond has formed between children and the childminder who acts as the key person. Settling-in sessions help the children to become accustomed to the environment, the childminder and other children attending. From the start, the childminder works closely to build trusting relationships with parents that help to ensure children feel emotionally safe and secure. Very detailed information is gathered from parents so that initial care is tailored to each child's needs, which means that transitions between home and the childminder's setting are a positive experience and children settle quickly. Children demonstrate a strong sense of security and are confident and self-assured in the setting. From an early age, children's independence is effectively promoted and they are encouraged to make choices and decisions, such as when they want to play outdoors or what they would like to play with. Consequently, children are

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

happy, secure and settled in the childminder's care.

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

The environment is homely and child-orientated. For example, books and toys are displayed attractively on open-shelving to entice children's interest and things they have made, such as the stick creatures, are thoughtfully displayed. The childminder acts as a good role model in the calm and positive way she approaches behaviour management. Children learn to share and take turns with her guidance, which means they play happily together. Certificates are given for particular achievements, which reinforce the positive message for children and include parents in celebrating the children's successes. Children are treated with respect and their contributions are valued as the childminder hold conversations with children and seeks their views and opinions. Consequently, children's behaviour is very good. Children's ability to communicate well with other children and adults, behave well and their growing independence means that they are well prepared for

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

transitions, such as starting pre-school 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 older children considerately help the younger ones. Children choose to spend lots of time outdoors in the childminder's garden. They are physically active, running around, playing ball games or riding small wheeled toys. The childminder encourages children to be active and explore their environment, while teaching them to be safe. For example, she discusses the potential hazards before children play out in the garden and teaches children safe road practices, while walking home from school. Furthermore, children practise fire drills at the childminder's home and older children have drawn up their own plan for their homes, to reinforce their learning of safe practices. The childminder involves children in planting and

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

growing activities in her vegetable garden, and they help to collect eggs laid by the chickens. This teaches children where their food comes from and children are eager to try the different foods they have grown, such as beans and carrots. The childminder provides children with healthy food and drink as agreed with parents. She makes home-made flapjack or makes jellies for children to eat for their snacks and, to encourage older children to eat well at mealtimes, she has created fake money, so children have fun pretending to buy foods they would like to eat. Any specific dietary needs or allergies are diligently catered for so that no child's well-being is compromised. Children sit together around the table for meals, so these are social occasions where children learn good table manners and join in conversations. The childminder encourages children to be independent, for example, younger children feed themselves and older children learn to

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

use knives to spread butter on to crackers. Children learn about their local community through outings with the childminder. She discusses local events with older children and introduces them to festivals and celebrations, which take place throughout the year, so children become aware of the wider world in which they live.

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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 a copy of all her policies as their children start attending her setting. The childminder regularly works with an assistant, to ensure that adult to child ratios are met at all times. Parents are made aware of these arrangements and children are always supervised by the childminder. Appropriate checks on adults living or working in the childminder's home are carried out to safeguard children. 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

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provision

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

The childminder is a well-qualified, dedicated and an experienced childcare practitioner, who clearly relishes her role and work with children. She continues with her own professional development by attending a variety of relevant training courses and implementing many new ideas to improve her practice and provision further for the children. 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. The childminder consistently assesses the impact of her provision, 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

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provision

children's learning or in the educational programme she provides, so these can be swiftly addressed. Children's assessment records are efficiently completed, showing detailed accounts of their development and the steps needed to support them to progress further. The childminder 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 develops strong partnerships with parents. She keeps them well-informed about her routines and activities, through daily conversation, a shared written diary and secure access to information online. This means parents are fully involved in their children's learning. Parents are very complimentary about the childminding service she provides and children express how happy they are while in the care of the childminder.

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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 EY312884 Local authority Norfolk Inspection number 961469 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

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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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