Childminder in Norfolk

Inspection date

Previous inspection date 04/06/2014 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

 Children engage in a good range of freely chosen play experiences which enable them to explore at their own pace. The childminder's quality of teaching and interaction is good. As a result, all children make progress in their learning and development.  Children experience good continuity in their care, learning and development because the childminder shares information and engages readily with parents and the other early years settings which children attend.  The childminder has a good understanding of safeguarding procedures. She has attended training to ensure that she can protect children and knows what to do if she has a concern about a child in her care.  Children are supported well to ensure that they are prepared for the next stage in their learning and development. They are helped to develop the necessary skills, which enables them to embrace new experiences with confidence.

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It is not yet outstanding because

 The childminder does not consistently evaluate and monitor activities to ensure the first-rate practice already achieved is sustained and constantly improved upon.  There is scope to develop children's understanding of other cultures and diversity by providing further resources within the environment.

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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 living room and the kitchen.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her self-evaluation form.

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Inspection activities

 The inspector took account of parents' comments detailed in the records of children's learning.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged one, four and seven years in Swanton Morley, near Dereham, Norfolk. The whole ground floor of the house, one bedroom on the first floor and the rear garden are used for childminding. The family has a pet dog. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and takes and collects children from the local schools and pre-schools. There are currently three children on roll, two of whom 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 provides funded early education for three- and four-year-olds. The childminder is a member of the

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Information about the setting

Professional Association for Childcare and Early Years.

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

 build on the systems to evaluate and monitor practice to ensure the first-rate practice already achieved is sustained and constantly improved upon

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

 enhance children's understanding of other cultures and diversity by developing the current range of available resources, such as through visual displays and equipment.

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who attend

The childminder's home is effectively presented to enable children to move comfortably from one area of the ground floor to another. Children make use of all rooms as they confidently explore the stimulating play environment. The childminder provides a good range of age- and stage-appropriate resources which encourage the children to initiate their own play experiences. Toys and resources are stored well to enable children to develop independence in the selection, carrying out and returning of resources. Children are developing a sense of themselves as individuals, wanting to do things independently and expressing their own preferences and interests. For example, children help to prepare snack; they choose which plate they would like and discuss which foods they prefer. This ensures that they develop a good range of skills for the future. Children show good concentration as they spend time completing puzzles, rotating each piece and matching up

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who attend

the features of the design to make them fit together. This promotes their problem-solving skills very effectively. The childminder enhances younger children's awareness of number as she routinely encourages them to count during their play. Children's interest in literacy is nurtured as they enjoy listening to stories and turn the pages of books they have selected. As a result, children develop the key skills needed for the next stage in their learning, such as moving on to nursery or school.

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who attend

The childminder demonstrates a good understanding of how children learn. Teaching is good because the childminder gets down to the children's level and joins in with their play. This ensures that they can get the best from the activities provided. The childminder supports children's communication and language skills well, helping them to become confident communicators. She enthusiastically talks to children about what they are doing as they play and extends children's vocabulary as a matter of routine. She skilfully questions children during activities to extend their understanding and learning. For example, as a child places animal stickers onto a piece of paper, the childminder asks, 'What animal is that?' She gives positive encouragement and asks the child to make the sound of the animal. As a result, the children's learning is enhanced. Consequently, they are making good progress towards the early learning goals.

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who attend

The childminder is fully committed to work with parents and encourages them to share what they know about their children. She gathers useful information from parents during induction sessions, both through verbal discussion and asking them to complete an 'All about me' form. This gives the childminder an idea of children's likes, interests and stage of development. She uses this information well to plan and provide a good balance of adult-led and child-initiated activities. While the childminder has planning in place, this is very flexible, enabling her to follow children's individual interests and suggestions. Consequently, children remain interested and motivated to learn. The childminder regularly observes children, accurately assesses their progress and identifies their next steps in learning. Records demonstrate that children are working comfortably within the expected developmental band for their age. The childminder shares a wide range of

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who attend

information with parents about children's progress and the activities they have enjoyed through daily diaries. This effectively involves parents in their children's learning. Every child has a learning journey record, which is regularly sent home for parents to review and comment on. This helps to ensure parents are actively engaged in supporting their children's next stages of learning.

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

The childminder effectively supports children's well-being. She promotes good manners and respectful behaviour. For example, she acts as a positive role model and provides children with gentle reminders to say 'please'. The childminder encourages children to share and take turns with popular resources and have respect for each other's needs and feelings. Therefore, children are well supported in developing their personal and social skills. The childminder recognises children's efforts and achievements and routinely offers praise for their good behaviour, promoting their confidence and self-esteem. As a result, children's behaviour is good. Young children have the opportunity to become familiar with other settings when they go to and from the local pre-school and school to collect other children. As a result, children's confidence is developing in new situations. This means that they are being emotionally well prepared for the next stage in their learning and for

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

The childminder provides a warm and welcoming, homely environment which is very much child led, where children's emotional well-being is supported and nurtured. The childminder ensures that settling-in procedures are effective in helping children to feel secure. For example, parents share detailed information about children's needs and home routines. As a result, children settle quickly and their individual care needs are effectively met. Children show through their body language that they have built a very warm and trusting relationship with the childminder. They confidently enjoy cuddles and sharing books together and seek out the childminder for reassurance and support when they need it. This shows that children are very comfortable in their environment, and as a result, feel safe. Children learn about the world around them through visits to the local library. However, there is scope to expand on children's understanding of other cultures and

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

beliefs, for example, with visual displays and more open-ended resources.

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

The childminder effectively promotes children's health and well-being by teaching them how to be healthy. For example, they are encouraged to wash their hands before snack and meals. The childminder provides home-cooked food and healthy snacks to promote children's consistent understanding of healthy eating. Children's dietary preferences are obtained from parents during the settling-in process. As a result, individual needs are fully embraced. However, parents can also provide meals for their own children if they prefer. Children's drinks are kept readily available, which means that they are sufficiently hydrated throughout the day. Children are developing an awareness of how to manage risks through their daily routine, activities around the home and while out and about. For example, the childminder reminds children to safely negotiate the step into the conservatory and supports them to learn about car safety and road safety rules when out.

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

Children regularly practise the fire evacuation procedure to ensure they are fully aware of the what to do in an emergency. Therefore, children remain safe. The childminder has attended relevant paediatric first-aid training to further support children's safety in her care.

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provision

The childminder has a good knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. This enables her to support children's learning and to implement the safeguarding and welfare requirements effectively. The childminder evaluates and monitors her assessment procedures and has a good knowledge of children's individual progress towards the early learning goals. However, she does not consistently monitor activities to ensure the first-rate practice already achieved is sustained and constantly improved upon. Nevertheless, the childminder provides developmentally appropriate activities to motivate children and extends activities through effective questioning to ensure they sufficiently challenge children in their learning so that all children make good progress. The childminder is very clear with regard to her duty to protect children from abuse. She has received training to support her and understands the

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provision

procedures for referring concerns, in order to safeguard the welfare of children. The childminding premises are safe and secure. Daily checklists are carried out, to ensure that hazards to children are identified and steps taken to limit risks. As a result, children can play and learn in safety. Documentation, such as daily registers for children attending the setting, are in place and the childminder maintains a record of visitors to her home. Thorough policies are in place to aid the smooth and professional running of the setting. The childminder has good procedures in place for the safe administration of any medication. In addition, effective procedures are in place to record accidents, incidents and complaints. Consequently, the childminder effectively safeguards children.

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provision

The childminder takes all reasonable steps to provide children with high quality care and education. She has completed an Ofsted self-evaluation form which highlights the setting's strengths and has identified areas for improvement. As a result, children's learning and development benefit as the childminder continues to further improve her current good practice. She is fully committed to continuing her professional development. For example, she has identified specific courses she would like to attend in the future, such as food hygiene. This means that she demonstrates a strong capacity for acquiring new knowledge and understanding, and continues to build on the existing good quality provision for children attending.

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provision

The childminder has a good working relationship with parents. They are encouraged to read all of the childminder's written policies, to ensure that they have a shared understanding of the way in which she works with young children. The childminder communicates with parents on a daily basis and shares information about their children's day. This ensures that parents are fully aware of how their children's learning and care needs are met. Some children in the setting attend other early years settings. The childminder is aware of the importance of working in partnership with others who also provide care and learning for the children. She has developed good links with the other settings children attend and regularly shares information. This supports good practice by providing continuity of care and a shared approach to promote children's learning. As a result, any concerns about children's well-being or development can be quickly identified

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provision

and managed. The childminder is fully aware of how to access help should she have any concerns about a child's development. She would be happy to work with other professionals in order to ensure children's needs are effectively met.

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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 EY469856 Local authority Norfolk Inspection number 948072 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 3

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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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