Childminder in Norfolk

Inspection date

Previous inspection date 28/07/2014 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

 The childminder understands her responsibilities to protect children's welfare. She talks confidently about the signs and symptoms of abuse and knows what to do if she is concerned about a child in her care.  The childminder has established good partnerships with others who provide care and learning for the children. This means that concerns about children's well-being, learning or development are quickly identified and managed.  Children make good progress in their learning and development because the childminder plans activities that support their continuing progress. She has a good understanding of how children learn and the quality of teaching is effective, to support children in a range of activities that promotes their learning.  The childminder demonstrates friendly and trusting relationships with parents. She keeps them fully informed about their children's day and encourages them to remain

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This provision is good

involved in their children's learning, both in the childminding setting and at home.

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It is not yet outstanding because

 The childminder does not always promote children's speech and language development as effectively as she could, to further support them to become confident communicators.

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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 lounge and the dining room/kitchen.

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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 checked evidence of suitability of adults working with children and household members.

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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 did not see any parents during this inspection, but took account of parents' comments detailed in written questionnaires.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 16, 14 and five years in a house in Watlington, Kings Lynn. The whole of the ground floor, two bedrooms and bathroom on the first floor and the rear garden are used for childminding. The family has three cats 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. She collects children from the local schools and pre-schools. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language. A childminding service is offered all year round from 7am to 7pm, 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.

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

 provide further support to children in the acquisition of their communication and language skills, such as encouraging children to remove dummies from their mouths while they are talking and playing.

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who attend

The childminder knows the children well and talks confidently about their interests and where they are in their learning and development. She gathers useful information from parents when children first attend the childminding setting. This helps her establish starting points in children's learning and means that she is quickly able to plan activities that build on what they already know. The childminder continues to observe children as they play and successfully evaluates what she sees, to enable her to plan for the children's further progress. Discussion with the childminder and observations of the children, confirm that they are mostly working comfortably at the expected developmental stage for their age. The childminder takes effective action to support children where she identifies gaps in their learning. She tracks children's progress effectively across the areas of learning and completes the progress check for children between the age of two and three years.

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who attend

Assessments are shared with parents. They take written records home to look through and are encouraged to contribute to them, sharing what they know about their children. This promotes a two-way sharing of information to enhance planning for children's learning.

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who attend

The childminder supports children well to make good progress in their learning and development, through effective teaching and a good balance of child-initiated and adult- led activities. She plans suitably challenging and stimulating activities that children enjoy. As a result, children are motivated to learn and are supported to acquire the skills they need to be ready for the next stage in their learning, such as moving on to school. This is because the childminder has a good understanding of how children learn. She recognises the importance of promoting children's communication and language skills. She responds very well to the babbles and gestures of babies. Children hear language and conversation all of the time because the childminder talks to them about what they are doing, their routines and activity suggestions, using simple language and short sentences. She effectively mimics holding 'conversations' in response to babies' vocalisations. However,

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who attend

children are not consistently encouraged to remove their dummies while they are playing. This restricts their vocalisations. Despite this, children do confidently interact with the childminder. She supports children who speak English as an additional language. When children point to what they want, the childminder passes the resource to them, saying the name in English. As a result, children are developing an understanding of English and confidently use single words in their play.

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who attend

The childminder plans adult-led activities that have clear learning intentions and she adapts activities so that all children can participate. For example, when carrying out an art activity older children are encouraged to give meaning to the marks that they make while younger children enjoy exploring the sensory experience of handling the paint. Children explore making marks both indoors and outside, such as using brushes and water to paint on the outside walls. Children confidently explore the environment, knowing that the childminder is nearby and they readily seek her out to share play experiences. She is actively engaged in their play and responds well to their interests. The childminder recognises the short concentration span of younger children, readily suggesting other activities and games. For example, when children lose interest in painting activities, she suggests that they explore the musical instruments. Children enjoy exploring the sounds

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who attend

that they make with the instruments, creating sounds by banging, shaking and tapping.

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

Children and parents visit the childminding setting and temporary contracts are agreed as part of the settling-in process. As a result, the childminder develops friendly relationships with parents and children are happy and settled. They have very good emotional attachments with the childminder, snuggling in for stories and cuddles. The childminder provides a warm, welcoming and stimulating learning environment in which children feel secure and are confident to express themselves. She continues with children's established routines for sleeping and feeding, promoting continuity of care. Children demonstrate a good sense of belonging and develop the necessary skills, which help them embrace new experiences with confidence, such as moving on to nursery or school. They benefit from a wide range of age-appropriate toys and resources, to support their learning and development. Toys are stored well in low-level units. Drawers are labelled with a picture of

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

the contents, so that children can choose what they want to play with.

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

The childminder is a good role model and treats children with respect and positive regard. She supports them to play together, share toys and learn about what is acceptable behaviour. Unwanted behaviour is managed sensitively, taking into account the age and level of understanding of the children. Good behaviour and individual efforts are valued and praised. Children learn about the importance of good hygiene because the childminder promotes this aspect of their learning. She promotes fresh air and exercise. Outdoor play is promoted well and children have daily opportunities to be outdoors. They play in the garden and are taken on outings into the local environment where they visit the playground and a local toddler group. Parents provide for children's dietary needs because they supply packed lunches. The childminder ensures that children have constant access to a drink, helping them to stay hydrated. Children's awareness of keeping

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

themselves safe is supported. For example, they practice the emergency evacuation drill to ensure that they know what to do in an emergency.

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provision

The childminder has a good awareness of the signs and symptoms of abuse, to help her recognise when a child is at risk. She knows what to do if she is concerned, in order to safeguard the welfare of children. A written policy is in place that is shared with parents. Visitors are asked to sign in and both parents and visitors are reminded that they must not use their mobile phones while on the premises. The childminding premises are secure and external doors are kept locked, preventing unauthorised entry or children leaving unsupervised. The childminder carries out risk assessments, to ensure that hazards to children are identified and steps taken to limit risks. As a result, children can play safely both indoors and outdoors. Risk assessments are also carried out for outings, to ensure that children are kept safe when using community facilities.

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provision

The childminder understands the requirements of the Early Years Foundation Stage, to ensure she is able to work within the framework and meet her legal duties. She is committed to continuous improvement and evaluates her childminding practice, to identify her strengths and areas for development. This includes seeking the views of parents and children. The childminder has made changes to her practice as a result of early childminding experiences. For example, she has relaxed her attitude to how activities are carried out. She is now more flexible about planning, allowing children to lead their own learning. The childminder is enthusiastic about her own professional development. She has attended mandatory training for childminders and has completed on-line training courses, to enhance her childminding practice and ensure she is supporting children's development.

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provision

The childminder demonstrates a good commitment to working in partnerships with parents, to promote continuity of care and learning for children. Parental questionnaires show that they feel they are 'lucky to find' this childminder and that she always strives to 'be a fantastic childcare provider'. Parents particularly value that the childminder is flexible to their changing childcare needs and that she always acts in a professional, but friendly manner. The childminder has also established good links with others who provide care and learning for the children. This ensures a good level of support for all children, to promote continuity of care and learning and help children fulfil their potential.

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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 EY471992 Local authority Norfolk Inspection number 953785 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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