Childminder in Norfolk

Inspection date

Previous inspection date 14/07/2014 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's learning is purposefully promoted as the childminder has a secure knowledge and understanding of how children learn through supported child-led play and free exploration. The childminder effectively adapts her teaching to ensure all children are included and make good progress in their learning and development.  The childminder builds positive, supportive partnerships with parents that enable her to meet children's individual needs well.  Warm, caring relationships are established between the childminder and the children. As a result, children have good emotional attachments to the childminder and are happy and settled.  The childminder is alert to children's well-being. She has robust procedures in place to keep them safe, this includes maintaining a safe and secure environment.

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It is not yet outstanding because

 Parents are not always offered information about planned activities and the next steps in their children's learning to enable them to further support their learning at home.  There is scope to further encourage children's developing understanding of personal hygiene by consistently adopting good hand-washing practices.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector observed activities in the rooms where children play and in the garden.

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Inspection activities

 The inspector observed an activity planned by the childminder and discussed the aims and learning intentions with her.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and discussed the provider's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two-year-old child in Thorpe St. Andrew, Norwich. The ground floor of the property only is used for childminding. There is an enclosed garden for outdoor play. The family has a cat. There are currently five children on roll, all of whom are in the early years age group and attend part time. The childminder cares for children Monday to Friday, from 7.30am to 6pm, all year round, except bank holidays and family holidays.

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

 strengthen the links with parents, for example, by sharing planned activities to enable parents to fully support the next steps in their children's learning at home

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

 build on children's developing understanding of good personal hygiene routines by consistently encouraging them to wash their hands before meals.

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who attend

The childminder has a good understanding about how children learn through high quality, play-based learning opportunities. Time is taken to plan activities, which spark the children's interest and curiosity. This engages them well and the childminder is able to promote their participation and concentration through good quality interactions and teaching strategies. The childminder monitors children's ongoing progress carefully by regularly observing the children during their play and recording their development against expected milestones. This means that where there are any concerns regarding children's development, these are identified early, so the childminder is able to consult with parents and plan for any additional support required. Each child's learning and development are fully recorded in their individual learning records. These records show that the childminder knows each child very well, including their individual interests. She uses this information

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who attend

when planning activities, which enables the children to successfully learn the skills they need for their future learning, in preparation for school entry. Parents work with the childminder to establish children's starting points. For example, they discuss with the childminder during settling-in visits what they know their children can do and already know. The childminder has recently started to share information with them about their children's learning to date. Learning journals are available to parents and they are now offered the opportunity to take this home to view at their leisure. All assessments of children's learning are shared with parents and their comments are recorded. However, information about how parents can extend their children's learning at home is not consistently shared. Consequently, there is room to develop communication further, so children make the best possible progress.

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who attend

The childminder plans many varied and interesting play and learning opportunities to support and extend children's learning. For example, she plans painting activities, so that children have the opportunity to explore mixing colours, use small tools to make marks and be creative as they paint their own pictures. She encourages children to describe and talk about what they are doing and to share the resources with other children. Consequently, children develop their physical abilities, become confident communicators and learn to respect and consider others, gaining key skills for the future. The childminder extends younger children's vocabulary by speaking slowly, so they understand her. For example, she clearly names each animal as she identifies them in the zoo picture. She encourages children to repeat words to her and praises their efforts. The childminder also provides plenty of time for children to listen, think and then respond and they are not

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who attend

rushed or talked over. Children persevere and are proud of their achievements. They have sufficient time to practise and reinforce what is being taught to them. This is because the childminder encourages children to keep trying things until they are able to do them alone. For example, children are taught to place the small car correctly into the starting block and press the button to propel the car across the floor. The childminder adeptly introduces counting to this activity, such as 'one, two, three, go' and compares the distances each car travels, using simple mathematical language. The childminder follows children's interests and supports them in adding the road and rail mat to their play. As a result, children concentrate on activities for an extended period and learn while doing something they enjoy.

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who attend

The childminder makes effective use of the garden to support children's learning. They are involved in planting and growing activities, learning how to tend vegetables, which they eat as part of their snacks or meals. This helps children to learn where their food comes from. Children are physically active, are curious and like to explore. For example, they dig in the soil looking for bugs or insects, they play games with small bouncing balls, throwing and trying to catch and experiment with water, transferring this from the tray into smaller containers. Consequently, children's physical abilities are well promoted. The childminder plans regular outings to places she knows the children enjoy. Children attend regular music sessions and the childminder extends these by providing instruments in her setting, so they can continue to develop their interest. Children have opportunities to mix with other children and they are, therefore, learning to socialise and learn about their own

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

The childminder has strong bonds with the children that she cares for. They happily go to her for affection and reassurance and thrive on the attention she provides. Her home is a warm and welcoming environment and children enjoy the time they spend there. The childminder has a genuinely enthusiastic approach to childcare and highly values the work she does with the children. Consequently, the relationship that the childminder has with the children and their parents is strong. Partnership working begins as soon as the children start attending the childminding provision. There is a good settling-in procedure in place. For example, parents are invited to attend with their child for several sessions, so they can get to know the childminder and the environment. Information is gathered through an 'all about me' sheet, which includes information about the children's care needs, likes and family. This ensures that the childminder is able to tailor her care to meet

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

each child's needs and that transitions between home and the childminder's setting are a positive experience, so children settle quickly.

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

It is evident that children feel safe, secure and relaxed in the childminder's home. Resources are easily accessible and developmentally appropriate to sufficiently challenge children according to their stage of development. They have free access between the indoor play area and garden. These are thoughtfully laid out with a variety of resources each day, to support children's learning and development. The childminder values children's individuality. She is mindful of her responsibilities to help children learn about the similarities and differences in others and respect for different cultures and beliefs. She acts as a good role model for children and this encourages them to be polite and get along well with others. The childminder uses consistent strategies with age-appropriate explanations, so children learn at an early age what is expected of them. The childminder has a calm and gentle manner that reassures children. She is equally consistent in

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

delivering safety messages. On their trips out, the childminder helps children to learn and remember how to keep themselves and others safe. Through the childminder's guidance and support, all children become confident and independent, so that they are well prepared for future learning as they progress onto pre-school or school.

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

The childminder is passionate about providing children with healthy, good quality meals and snacks. She works closely with parents to ensure any dietary needs and preferences are met. Meals are social occasions, with all the children seated at the table with the childminder. Children have their own drinking beakers, which are always accessible and the childminder encourages them to drink throughout the day. The childminder generally supports children to learn about a healthy lifestyle. For example, she encourages children to brush their teeth after breakfast and to wash their hands after toileting. However, she does not consistently teach younger children how to wash their hands appropriately before eating as, on some occasions, she uses wipes. Therefore, children's independence in managing their personal hygiene is not always reinforced. Children's individual routines are respected and they are settled to sleep when they become tired. Children's self-

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

esteem is promoted as the childminder praises children for all tasks, no matter how small. She takes the children to activity groups locally, so they have opportunities to socialise and develop confidence in different environments. This supports their move to other settings.

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provision

The childminder understands her role and responsibilities to meet the requirements of the Early Years Foundation Stage. She has a secure understanding of safeguarding procedures and has robust policies in place, including safeguarding, complaints, health and safety and behaviour management, which support her in ensuring that children are consistently cared for to a good standard. She has a clear understanding of how to recognise the signs and symptoms of child abuse and knows how to report any concerns that she might have. She conducts regular risk assessments of the home and garden to make sure that any environments that children frequently use are secure and well organised. Adults living on the premises have been vetted and are suitable to have contact with the children. All records, policies and procedures required by legislation, are in place and well maintained.

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provision

Since registration, the childminder has undertaken research to provide her with additional knowledge to support her work with children and she is keen to complete a childcare qualification in the future. This shows that she is committed to developing her knowledge, so that children and families benefit from her continuous learning. The childminder reflects on her practice, undertakes research and implements new ideas to improve the service that she provides. She has developed a good system to observe and assess children's progress and monitor the quality of the educational programmes. Therefore, children make good progress in their learning through her effective guidance and teaching. In addition, the childminder also talks to parents and children about their needs, ideas or interests. This information is used well to help the childminder adapt her practice where necessary, thereby, making sure that she continues to meet the needs of all families

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provision

Partnerships with parents are well established. The childminder shares information about the children's personal care routines and what they have enjoyed doing in her home. She talks to parents at the end of the day and completes a written diary record, which enhances the two-way communication. The childminder is aware of the need to form positive working relationships with any other provisions that children attend. She is not currently caring for any children with special educational needs and/or disabilities. However, she is fully aware of the importance of working with other professionals where necessary and the positive impact this can have on children's welfare and learning.

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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 EY469490 Local authority Norfolk Inspection number 952002 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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