Childminder in Norfolk

Inspection date

Previous inspection date 06/06/2014 08/07/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder understands how children learn. She supports all children to make good progress through child-initiated and structured activities. The childminder's quality of teaching and interaction is good. As a result, all children make good progress in their learning and development.  The childminder provides a welcoming and stimulating learning environment in which children are secure, happy and confident to express themselves.  The childminder and her assistant have a good understanding of safeguarding procedures. They have attended training to ensure that they can protect children and know what to do if they have a concern about a child in their care.

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It is not yet outstanding because

 Parents are not consistently encouraged to provide information about their child's learning and development on entry to the setting, in order to ensure a sharply focused starting point for the future assessment of children's progress.  There is scope to enhance the monitoring of the childminder's assistant's performance, in order to build on already good practice.  Children have fewer opportunities to develop their self-care and independence skills, especially at meal and snack times.

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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, the playroom and the garden.

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Inspection activities

 The inspector spoke with the childminder and her assistant 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.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and her assistant.

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Inspection activities

 The inspector took account of the views of parents from written testimonials and from information included in parent survey forms.

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Information about the setting

The childminder was registered in 2008 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 13, 11 and eight years in a house in Taverham, Norfolk and works in the setting with her husband as her assistant. The whole of the ground floor, two bedrooms on the first floor and the rear garden is used for childminding. The family has a dog, two cats and kittens, goldfish and a hamster as pets. 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 collects children from the local schools and pre-schools. There are currently three children on roll; all 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. The childminder is a member

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Information about the setting

of the Professional Association for Childcare 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:

 extend the good partnership with parents to enhance the system of gathering information from parents about children's abilities when they first start, so that it can be used as part of the basis for tracking and monitoring children's progress, for example, by consistently using an 'All about me' booklet

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

 strengthen performance management even further to ensure that the already good quality teaching is built upon to help children make even better progress

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

 create opportunities to extend routine activities, such as snack and lunchtime, to further develop children's independence and self-care skills.

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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 understands that children learn through play and provides a good balance of adult-led and child-initiated activities across all areas of learning. For example, children enjoy growing fruit and vegetables, such as potatoes and strawberries and harvest them to eat at meal times. Consequently, children are effectively supported to investigate the natural world. Children are provided with effective opportunities to learn about disabilities, other cultures and beliefs. For example, a range of small world dolls reflect people with disabilities and children undertake activities linked to festivals and events throughout the year. This effectively helps to raise children's awareness of the wider world. Children's physical development is progressing well. The

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who attend

childminder readily provides children with materials for making marks, such as pencils and large chunky chalks, to encourage their hand-to-eye coordination. As a result, children are developing a good range of skills for the future, such as moving on to nursery or school.

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who attend

The childminder and her assistant, who is her husband, know the children well. They respond to the children's interests and offer activities that they know children will enjoy. For example, before children arrive, bubbles are placed in the garden and a selection of characters from a child's favourite film are readily available inside. The childminder has a thorough knowledge of the Early Years Foundation Stage. She knows how to implement this in a successful way for each child's unique needs. The childminder's quality of teaching is good. She effectively joins in with children's play and ensures there is sufficient time for children to create their own play and explore their ideas. This means that children are supported to become active learners. The childminder promotes and supports the development of children's speech and language skills well. She is actively engaged in children's play and encourages children to talk about what they are doing as a matter of

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who attend

routine. For example, the childminder asks while the child plays, 'do you know why the glasses don't hook on?'. The childminder responds well to the vocalisations of children, encouraging them to say words and then repeating them back so they can hear them pronounced correctly. As a result, children are helped to become confident communicators.

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who attend

The childminder gathers information from parents, such as children's likes, specific medical needs and dietary requirements, when children first start at the setting. This ensures there is continuity in children's well-being and welfare needs. However, there is less information obtained about children's specific starting points in every area of learning. As a result, the assessment, based on what children already know and can do, is not as sharply focused as possible. Nevertheless, the childminder shows a clear understanding of how children learn and progress and tracking systems are in place to highlight the progress children are making, in order to identify any gaps in children's learning. The childminder's records demonstrate that children are working comfortably within the expected developmental band for their age.

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

The childminder ensures that toys and resources are stored at the children's level and have pictures and labels to show their contents. As a result, children identify what is available and make their own selections. This helps to promote their independence. Children's artwork is creatively displayed in the playroom. This good practice effectively promotes a very good sense of belonging and helps to promote children's confidence and self-esteem. Children's emotional well-being is effectively supported. For example, the childminder talks to children about changes that are going to happen, such as moving on to nursery or school. The childminder enhances this further by planning opportunities for children to explore the school environment when collecting older children. As a result, children are becoming emotionally prepared for the next stage in their learning and are supported well as they get ready for their move onto school.

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

The childminder provides a homely environment where children are well supported. Children settle quickly into the childminding setting. This is due to an effective settling-in procedure, which is managed according to individual children's needs. For example, the childminder is aware of children's established care routines, and continues with these to promote continuity of care. The childminder promotes good manners and acts as a positive role model with gentle reminders in supporting children in developing their personal and social skills. She values and praises children's good behaviour and individual efforts, promoting their self-esteem. As a result, children's behaviour is good. Children show through their body language that they have built a warm and trusting relationship with the childminder and her assistant. They seek out the childminder for reassurance and support when they need it. This shows that children are very comfortable in their

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

The childminder encourages children to adopt aspects of a healthy lifestyle. Children enjoy playing outside in the childminder's garden and this is promoted daily. This means that children are developing a good understanding of how to keep themselves healthy through regular exercise and fresh air. Children are encouraged to explore their environment and gain an understanding of risk through everyday routines and outings. For example, the childminder plans regular walks to the local woods for a 'gruffalo hunt' and to the park, where children climb on the play apparatus. This means that children have positive opportunities to take risks in manageable situations. Children learn about road safety rules when out and practise the fire evacuation procedure regularly. Therefore, children are fully aware of the procedure to follow in an emergency and consequently, remain safe. The childminder provides home-cooked food and healthy snacks to promote children's

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

understanding of healthy eating. She is well aware of any allergies or special dietary requirements and meal times are planned effectively to fully respect children's individual needs. Children are generally helped to be independent. For example, they are encouraged to take themselves to the toilet and wash their hands afterwards. However, during routine activities, such as snack and lunchtime, children have fewer opportunities to further extend their independence and self-care skills. For example, children do not have opportunities to pour their own drinks and help to prepare snack.

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provision

The childminder sufficiently understands the learning and development requirements of the Early Years Foundation Stage. She evaluates and monitors her planning and assessment procedures and has a good knowledge of children's individual progress towards the early learning goals. The childminder plans developmentally appropriate activities, which appropriately challenge children and motivate them in their learning so that they make good progress. The childminder and her assistant are suitable to fulfil the requirements of their role. They meet safeguarding and welfare requirements well for each child. The children are safeguarded by the childminder and her assistant's secure knowledge of child protection procedures. They have received appropriate training and understand the procedures for referring concerns, in order to safeguard the welfare of children. Therefore, they are committed to keeping children safe from harm and neglect.

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provision

Children's behaviour is managed well. House rules are in place to help children know what is expected of them. The childminder has developed robust and rigorous policies and procedures, which are implemented effectively to ensure that children are fully protected at all times. The childminder undertakes detailed risk assessments and daily checks to ensure the premises, play equipment, activities and any outings are safe. This ensures that hazards to children are identified and steps are taken to limit risks.

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provision

The childminder is committed to her own continuous improvement. She has a relevant qualification at level 3 and has attended some short childcare workshops and courses. 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. The childminder uses self-evaluation well in order to identify areas for development and to help plan for future improvement. Parental questionnaires are issued to ensure that parents have a formal opportunity to put forward their views. Their responses indicate that they are very satisfied with the care their children receive. The childminder monitors the practice of her assistant through occasional, informal discussions. However, there is scope to strengthen the performance management and monitoring systems further, in order to build on the already good practice.

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provision

Overall, the childminder has a good working relationship with the parents of the children she cares for. She communicates with them on a daily basis to share information about their children's day. Parents 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. 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, to promote continuity. This supports good practice and the sharing of ideas. As a result, any 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.

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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 EY382564 Local authority Norfolk Inspection number 975051 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 3

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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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