Childminder in Norfolk

Inspection date

Previous inspection date 02/05/2014 08/11/2011

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early years provision

This inspection: 1 Previous inspection: 1 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder has a full and thorough understanding of her responsibility of meeting the safeguarding and welfare requirements. She has a comprehensive knowledge and understanding of child protection and the procedures to follow should she have any concerns.  The quality of teaching is outstanding. The childminder has a excellent understanding of how children learn. Her knowledge and support is highly effective in enabling children to make excellent progress with their learning and development. She organises her home exceptionally well to provide children with a highly stimulating learning environment.  The childminder is committed to excellence and maintaining her outstanding practice. Meticulous systems of self-evaluation ensure continuous improvement across all areas.  Highly positive and trusting partnerships are established with parents. Open and regular communication between parents and the childminder supports parents

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This provision is outstanding

involvement in children's learning and a consistent approach to meet children's individual needs.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the kitchen/dining room and the playroom.  The inspector conducted a joint observation with the childminder.

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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 spoke to the childminder and an assistant at appropriate times during the inspection.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, the provider's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and children from information included in the setting's own surveys.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Norwich and works with a full-time and a part-time assistant. The whole of the house and the enclosed rear garden are used for childminding. The childminder has two chickens as pets. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and the park on a regular basis. She collects children from the local schools and pre-schools. There are currently 31 children on roll, 15 of whom are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She operates all year round, from 7.45am to 6pm, Monday to Friday, except bank holidays and personal holidays. She is a member of Professional Association for

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

 enhance the already excellent supervision of assistants through regularly planned meetings.

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who attend

The childminder creates a very stimulating and exciting learning environment. The dedicated play area is a hive of excellent quality, interesting and stimulating resources. For example, children's imaginary play is promoted through a wide selection of role play and resources, including dressing-up clothes and appropriate props. The childminder is highly committed to her role and is greatly focused on fulfilling the needs of each and every child. She has an excellent understanding of how to promote children's learning and development through high quality, exciting and stimulating play experiences. She uses her knowledge of children exceptionally well to inform planning, closely following their interests to stimulate and engage them. For example, she plans a role play activity to extend children's interest and imagination. As a result, children are enthusiastic and show high levels of involvement and are animated as they join in with the play. The childminder

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who attend

uses highly effective teaching techniques to guide, support and encourage children to be active and independent learners. The childminder is skilled at questioning children during play and through daily routines to encourage children's language development. She joins children in play and skilfully challenges and extends their learning through discussion, demonstration and the use of questions to make them think. Children are confident to express their wishes and views, for example, when playing with the doctors role play they discuss what is 'hurt' and what the 'doctor' is going to do to make it better. The childminder promotes the use of basic sign language and as a result, young children have learnt some signs to aid communication. Older children are very articulate and conversation flows freely as they play.

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who attend

Children are extremely confident and at ease in the childminder's home. They are motivated and eager to learn though play, both with others and through independent exploration. The childminder provides children with superb opportunities for free play. She also plans a variety of activities that are linked to children's interests and a variety of topics during the year. For example, children have learnt about the natural world by observing chicks hatch and grow up. They now enjoy helping to collect the eggs from the two chickens in the childminder's garden. Children's interest in literature is well-promoted as they have free access to a variety of books set out at their level. The indoor environment is rich in print, for example, with resource boxes labelled with words, house rules, a variety of number and letter posters and a display showing names of body parts. This effectively supports children's understanding of words and numbers and that print

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who attend

carries meaning. Children have free access to a variety of media and materials in the 'craft room'. They enjoy independently making marks on paper set out on a low table and the childminder skilfully extends their writing opportunities by suggesting 'writing notes' during imaginative activities. Provision for mathematical development is rich, varied and imaginative, as children have many opportunities to count reliably and say numbers in order during their play. As a result, children develop the skills required for the next steps in their learning and for readiness for school.

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who attend

The childminder has a clear picture of children's starting points when they first attend the childminding setting. This is because she gathers useful information from parents during induction sessions, both through verbal discussion and asking parents to complete an 'All about me' form on behalf of their children. This gives the childminder a thorough idea of children's likes, interests and stage of development. The childminder respects each child as an individual and values children's efforts and interests. She knows children very well and this knowledge is gained from discussion with parents, observation of children and interaction with them in a range of daily activities and events. Observation of children is highly effective and precisely assessed to identify what children can do, consistently and independently, in a range of everyday situations. As a result, the childminder plans effectively to meet children's individual needs and children make rapid progress in their

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who attend

development, given their starting points. The childminder shares a wide range of information with parents about the activities which they have enjoyed through daily diaries and verbal discussions. Children's progress is regularly tracked, enabling the childminder to accurately monitor the progress children make. The childminder ensures that parents are supported to understand their child's progress by sharing children's learning journeys and progress records.

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

The childminder provides an outstanding, stimulating, welcoming and child-friendly environment for children's care, learning and play. Children are very familiar with the childminder's home and move confidently around, developing their future skills through play with a wide variety of high quality resources. Rooms are exceptionally well-organised to meet children's needs and resources are easily accessible to them. For example, plates, cups and bowls are stored in a low cupboard, so that children can self-select the colour bowl they would like to use at lunchtime. Children of all ages form secure attachments with the childminder and her assistants and readily turn to them for support, showing that secure trusting relationships are in place. A key-person system has been implemented in the setting. This means that each child has a named person to take responsibility for their daily well-being. Equality of opportunity is well-promoted in the setting and many

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

resources promote diversity, raising children's awareness of the world around them. The childminder ensures that the individual needs of all children are exceedingly well met and helps children value and respect one another. For example, children's self-esteem and confidence is significantly enhanced, as samples of their creative work are displayed on the walls in the setting. This good practice effectively promotes a very good sense of belonging. As a result, children are emotionally very well-prepared for the next stages in their learning.

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

The childminder arranges settling-in visits to meet individual children's needs. She gathers information from parents, such as, children's likes, dislikes and home routines through verbal discussions and an 'All about me' form. This enables the childminder to provide continuity of care for children to support their emotional well-being. Management of children's behaviour is outstanding. Children are making excellent progress as they respond exceptionally well to the childminder's guidance and calm manner. The childminder skilfully supports younger children to share toys, play together and talk to one another. As a result, children play harmoniously together and show highly skilled control over their behaviour from a young age. Children eagerly help tidy away when asked to maintain a safe environment. Children receive continual praise and reassurance from the childminder, which promotes their confidence and fosters their self-esteem. Children's

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

emotional well-being is also exceedingly well supported as they make transitions to nursery or school. For example, the childminder talks with children about changes that are going to happen and shares information with the other settings to promote continuity. The childminder enhances this further by planning opportunities for children to visit the school environment when collecting older children from school. Positive partnerships have been established with the local primary schools to support children's transitions to school. As a result, children are well-prepared for the next stage in their learning and are supported well as they get ready for their transition into school.

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

High priority is given to supporting children's growing understanding of how to keep themselves safe and healthy. Children have daily opportunities for fresh air and exercise, promoting a healthy lifestyle. Parents provide their children's meals and are encouraged to provide healthy contents in their lunch boxes. Children with allergies, specific dietary requirements or health needs are very well-protected. The childminder has stringent hygiene procedures. For example, she uses individual flannels for children and wears disposable gloves when changing nappies to prevent cross-contamination. The childminder is pro-active in reminding children when to wash their hands. As a result, they develop their self-care skills effectively and begin to understand the importance of hygiene routines. The childminder works closely with parents, for example, regarding toilet training and sleep patterns to ensure consistency for children. Children are developing an excellent

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

awareness of how to manage risks through their daily routine, activities around the home and while out and about. For example, babies and young children are fastened securely into a high chair for their meals and the childminder supports older children to learn about road safety when out. Children regularly practise the fire evacuation procedure to ensure they are fully aware of the procedure to follow in an emergency. Therefore, children remain consistently safe.

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provision

The childminder and her assistants meet safeguarding and welfare requirements exceptionally well for each child. Safeguarding is given the highest priority and policies and procedures are rigorous and robust. The childminder has an exemplary understanding of her role in safeguarding children and is confident to put procedures into practice where necessary to protect children. The premises are safe and secure. Appropriate checks on assistants are carried out and thorough induction procedures are in place for new staff. The childminder organises her home to ensure that it is safe and children can access the areas and resources safely. Thorough risk assessments are carried out on all areas of the premises, resources and places children visit. This ensures children are protected in a safe and secure environment. Documentation, such as daily registers for children attending the setting, are in place and the childminder maintains a record of visitors to her home. Staff

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provision

are extremely well-deployed and children are supervised at all times. As a result, children are exceptionally well-safeguarded.

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provision

The consistently high quality care is a result of the childminder's dedication to her role and her passion for providing the best she can for each and every child in her care. The childminder works with assistants and acts as an exemplary role model to demonstrate best practice and ensure that it is fully embedded in the setting. This results in excellent outcomes for children. The childminder and her assistants regularly discuss individual children's needs to plan learning opportunities that help all children to rapidly achieve the next steps in their development. As a result, they effectively identify any areas where a child requires additional support. This collaborative approach ensures staff feel fully involved and valued for their input. The childminder monitors and evaluates her setting very effectively, identifying strengths and areas for development through self-evaluation. The views of parents and children are sought as part of the self-evaluation process

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provision

through questionnaires. The childminder plans to continue to build on the existing first class provision for children. For example, the childminder intends to further develop the outdoor area with den making equipment and a playhouse to enhance opportunities for children. The childminder is qualified and experienced in childcare and keeps up-to-date with developments through attending training workshops. She is proactive in seeking out information and attending training to further develop her knowledge and understanding, for example, she recently attended supervision and appraisal training. The childminder has also arranged individual support to help her enhance her supervision skills to ensure she delivers high quality professional supervision. The childminder is continuing to refine this to improve its effectiveness.

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provision

The childminder fully understands the importance of working in partnership with parents and others. She has excellent relationships with parents and shares detailed information with them. For example, parents receive excellent information about the Early Years Foundation Stage and how this is implemented in the setting. A wealth of information is available for parents to view in the setting, including training certificates and individual children's planning. There is an excellent two-way flow of communication as information about children's care and learning is shared with parents. As a result, parents are highly involved in the childminding setting. The childminder works in close partnerships with other early years settings that children also attend to meet children's needs, ensuring consistency and continuity for children. Partnership working with other professionals has been well developed to secure support when the need arises, for children with special

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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 EY262722 Local authority Norfolk Inspection number 966813 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 22 Number of children on roll 31

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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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