Childminder in Norfolk

Inspection date

Previous inspection date 17/06/2014 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

 Partnerships with parents are very good. There is regular communication between parents and the childminder, which ensures that everyone is knowledgeable about how to meet individual children's needs.  Children engage in a good range of freely-chosen play experiences, which enable them to explore at their own pace. The childminder has good teaching skills and understands the Early Years Foundation Stage. She interacts very well with the children to support their learning and development.  The childminder is fully committed to providing children with high quality care and education. Self-evaluation is developing well and improvements have been identified to further benefit the children.  The childminder fully understands her role and responsibility in regard to safeguarding children and therefore, they are well protected.

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It is not yet outstanding because

 The childminder does not always maximise young children's opportunities to develop their self-care and independence skills.  The childminder provides fewer opportunities for children to explore and develop an understanding of the natural world.

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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 compulsory part 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, the kitchen/dining room and the garden.

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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, a selection of policies and records and the childminder's self-evaluation form.  The inspector checked evidence of suitability and qualifications of the childminder.  The inspector took account of the views of parents from written testimonials.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged eight and five years in a house in Felthorpe, Norwich. The living room, kitchen/dining room, bathroom and the main bedroom on the ground floor are used for childminding. There is an enclosed rear garden for outdoor play. The family has three pet rabbits, two guinea-pigs and fish in a tank. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently two children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare

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Information about the setting

and Early Years and provides funded early education for three- and four-year-old children.

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

 build on children's growing independence skills further, for example, by encouraging small children to use the step in the bathroom so that they can wash their hands independently

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

 provide even more opportunities for children to investigate the natural world through the use of a wider range of resources, both inside and outdoors.

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who attend

The childminder provides a good range of age and stage appropriate resources, which are stored to encourage the children to initiate their own play experiences. As a result, children develop good independence skills as they select the resources. However, during routine activities, such as snack and lunch time, children have fewer opportunities to further extend their independent and self-care skills. For example, the childminder does not routinely encourage younger children to independently wash their hands. Children are developing a sense of themselves as individuals, expressing their own preferences and interests. For example, they select the ride on toys they would like and help to take them out of the garage. Children enjoy playing outside and this is encouraged on a daily basis. However, there is scope to provide even more opportunities for children to explore the natural world through the use of a wider range of resources. Children's physical

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who attend

development is progressing well. The childminder readily provides children with materials for making marks, such as wax crayons, to encourage their hand to eye coordination. As a result, children are developing a good range of skills that support their future learning, such as moving on to nursery or school.

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who attend

Children engage in a good range of freely-chosen play experiences, which enable them to explore at their own pace. They move confidently around the areas of the childminder's home which are accessible to them. The childminder's quality of teaching is good. For example, she gets down to the children's level and actively joins in with their play experiences. This ensures that they can get the best from the activities provided. The childminder demonstrates a good understanding of how children learn through play and times her interventions well. For example, a child rotates an animal puzzle piece to place it into the board. The childminder gives positive encouragement and asks the child to make the sound of the animal. As a result, children's learning is extended as they are supported to become active learners. The childminder enthusiastically talks to young children about what they are doing as they play. She responds well to their vocalisations and encourages

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who attend

them to say words, sensitively repeating them back. For example, the childminder skilfully introduces the colours 'grey' and 'yellow', as a child uses the crayons to make marks on paper. 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 are making good progress in all areas of learning.

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who attend

The childminder works closely with parents to share their children's starting points and developing interests. She uses this information well to plan and provide a good balance of adult-led and child-led activities. While the childminder has planning in place, this is very flexible, enabling her to follow children's individual interests and suggestions. As a result, children remain interested and motivated to learn. The childminder regularly observes children, accurately assesses their progress and identifies their next steps in learning. Each child has a learning journey record of their progress and development, which is freely available for their parents to look at and comment on. The childminder is fully committed to sharing information with parents about their children's progress and the activities which they have enjoyed. She completes a thorough daily diary and provides regular feedback to parents to discuss their child's progress. As a result, parents are fully aware of their

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who attend

children's achievements and 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

Children are supported to develop their personal and social skills well. The childminder promotes good manners and respectful behaviour and acts as a positive role model. She routinely offers praise as she recognises children's efforts and achievements. The childminder has clear house rules in place and uses effective behaviour management strategies according to individual children's ages and stages of development. As a result, children's behaviour is good. The childminder provides opportunities for children to socialise and cooperate with others. For example, they regularly attend local toddler groups. 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 in preparation for school. The childminder provides a warm and welcoming, homely environment, which is very much child-led, where children are well supported and nurtured. She is attentive to the

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

children's needs and takes time to help them to settle. Close partnership working with parents is fostered from the very beginning of a child's time at the setting. For example, the childminder gathers useful information from parents, to find out about children's established care routines and continues with these to promote continuity of care. Children are very comfortable in their environment. They enjoy spending time with the childminder and show through their body language that they have built a very warm and trusting relationship. As a result, children are happy and settled.

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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 after playing outside and before 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. Children's drinks are kept readily available in the setting. This means that children 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, 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

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

to ensure they are fully aware of the procedure to follow in an emergency. Therefore, children remain safe.

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provision

The childminder has a good knowledge and understanding of the Early Years Foundation Stage. This enables her to support children's learning and to implement the safeguarding and welfare requirements effectively. The childminder monitors her practice and has a good knowledge of children's individual progress towards the early learning goals. The childminder organises her provision well. For example, she has a detailed set of policies and procedures to support her practice. These are shared with parents when their child starts at the setting. This ensures that they have a shared understanding of the way in which the childminder works with young children. 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 procedures for referring concerns in order to safeguard the welfare of children. The childminder ensures that her premises are safe and secure. She has a

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provision

robust risk assessment and a daily checklist for the premises, equipment, activities and any outings. This ensures that any hazards to children are minimised. As a result, children can play and learn in safety.

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provision

The childminder is fully committed to providing children with high quality care and education. She uses self-evaluation well to reflect on and evaluate her practice to achieve ongoing improvements. She has identified areas for improvement to benefit children's learning and development and to further improve her current good practice. The childminder demonstrates a strong drive for continuing her professional development. For example, she has identified specific courses she would like to attend in the future. 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 very good working relationship with the parents of the children she cares for. She communicates with them 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. Written testimonials from parents are extremely complimentary of the childminder, stating that their children are very happy to attend and they would happily recommend the childminder to others. The childminder is aware of the importance of working in partnership with others who may provide care and learning for the children. This is to promote continuity so that concerns about children's well-being or development can be quickly identified 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

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The Childcare Register

The requirements for the compulsory 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 EY473968 Local authority Norfolk Inspection number 950361 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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