Childminder in Norfolk

Inspection date

Previous inspection date 26/08/2014 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 has a good understanding of how children learn and the quality of teaching effectively supports them in their learning and development. She plans an interesting and stimulating range of activities that children enjoy and reflects their interests.  Warm, caring relationships are established between the childminder and children. As a result, children feel safe, happy and settled in this friendly and welcoming childminding environment.  The childminder establishes good partnerships with others, who provide care and learning for the children. This means that concerns about children's learning and development are quickly identified and managed.  Children behave well and respond positively to the childminder's high expectations. As a result, children develop good friendships with each other and play harmoniously together.

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It is not yet outstanding because

 The childminder does not routinely practise the emergency evacuation procedure, to ensure that it works in practice and she is able to keep children safe in an emergency.  The childminder does not consistently establish children's prior skills, knowledge and understanding when they start at the childminding setting because she does not always seek good quality information from parents.

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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.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector checked evidence of suitability of adults working with children.

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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 three children aged 15, 13 and five years in a house in Poringland, Norfolk. The whole of the ground floor and the rear garden are used for childminding. The family has a dog, two cats and chickens 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 seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. A childminding service is offered all year round, from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder has a relevant qualification at level 3. The childminder is registered to accept funding for two-, three- and four-year-olds.

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

 practise the emergency evacuation drill, to ensure that the procedure is effective and supports children's developing awareness of how to keep themselves safe

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

 strengthen the consistency of the quality of information gained from parents when children first attend the childminding setting, in order to establish their prior skills, knowledge and understanding.

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who attend

The childminder gets to know the children well and she is able to talk confidently about their interests and where they are in their learning and development. She gathers useful information from some parents when children first attend the childminding setting but this is not consistent for all, to enable her to establish their prior skills, knowledge and understanding. This means that she is not always able to quickly establish starting points in children's learning. Despite this, the childminder does carry out observations of children as they play and successfully evaluates what she sees, to enable her to plan for their continuing progress. Discussion with the childminder and observations of the children, confirm that they are working comfortably at the expected developmental stage for their age. The childminder tracks children's progress across the areas of learning. She is aware of the importance of carrying out the progress check for children between the age of two

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who attend

and three years. There are currently no children on roll for whom this check is due. The childminder maintains daily diaries in which she records what children have been doing each day. Parents take these written records home to look through and are encouraged to contribute to them. This promotes a two-way sharing of information to enhance planning for children's learning.

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who attend

The quality of teaching is good and the childminder understands how children learn. She supports them to make good progress in their learning and development through planning and providing activities that are suitably challenging and stimulating and 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 onto school. There is a good balance of adult-led and child-initiated activities and the childminder responds well to their interests. For example, when children use a large storage bag as a den, the childminder suggests that they build a den using blankets. She extends the activity by suggesting that the den could be a cave for a bear. They take great delight in acting out a story about going on a bear hunt, joining in with repeated refrains. Children also enjoy sitting alone and looking at the story book, retelling it by looking at the

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who attend

illustrations and repeating the familiar text. They continue to play imaginatively with blankets, basing their play on imagined experiences. For example, they use the blankets to pretend to be ghosts, saying 'whhooo' as they move around the room.

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who attend

The childminder supports children's language development well. She engages them in conversation and ensures that all children have opportunity to speak. 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. For example, when playing with clay, children talk to the childminder about the texture of it. They hold the rolled out clay to their face and feel that it is cold before telling the childminder. They confidently suggest that she tries it against her face and she responds by doing so, before agreeing that the clay does feel very cold and smooth. The childminder shows children how to use tools effectively and gives them time to practise using them. For example, children use rollers and cutters when working with the clay and dough. Their manipulative skills are further promoted as children play with

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who attend

small-world toys and wooden bricks. They count confidently as they build towers.

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

Children are happy and settled because the childminder supports children to develop secure emotional attachments with her. She encourages parents to bring their children to her for settling-in visits before childminding arrangements begin. This helps her to get to know the child and to develop trusting relationships with parents. Through discussion, she finds out about established routines and continues these. This promotes continuity of care and supports children to develop a sense of belonging. The childminder is a good role model and treats children with respect and positive regard. They confidently go to her for reassurance or just for a cuddle and respond positively to her high expectations. Unwanted behaviour is managed sensitively, taking into account children's age and level of understanding. Good behaviour and individual efforts are valued and praised. As a result, children develop the necessary skills, which helps them to embrace new

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

experiences with confidence, such as moving onto nursery or school.

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

The childminder provides a safe and stimulating learning environment in which children feel secure and they are confident to express themselves. Children benefit from a varied range of age-appropriate toys and resources, to support their learning and development. The childminder reminds children about safe practices. For example, when children take toys out of a plastic bag, she reminds them why it is not safe to put the bag on their heads. However, the childminder does not routinely practise the emergency evacuation procedure, to ensure that she is able to keep children safe in an emergency and to ensure that they also know what to do. The childminder promotes an active lifestyle, encouraging children to be outdoors where they access an interesting range of activities to promote all areas of learning. Children are also taken on outings where they learn about the natural world. Children's good health is further promoted through encouraging them to wash their

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

hands before eating and after toileting. They manage their own personal hygiene needs relative to their age and level of ability.

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provision

The childminder understands the requirements of the Early Years Foundation Stage and consequently, she is able to work within the framework and meet her legal duties. Children play safely because the childminder carries out risk assessments to identify hazards and takes necessary steps to limit risks. She has a good awareness of the signs and symptoms of abuse, to help her to recognise if a child is at risk of abuse or neglect. She knows what to do if she is concerned, in order to safeguard the welfare of children. She is aware of the need to ensure that all household members over the age of 16 years undertake vetting procedures. This ensures that all those living on the childminding premises are suitable to be around children.

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provision

The childminder is committed to her own professional development. She has a relevant qualification at level 3 and attends relevant training courses and workshops. For example, she has completed training in how to manage children's behaviour. She reflects on what she has learned and implements it into her daily practice, to promote better learning experiences for children. The childminder evaluates her childminding practice, to identify her strengths and areas for development. She seeks the views of parents through questionnaires. The questionnaires show that parents are very satisfied with the care provided. They find the childminder welcoming and makes children feel at home. Parents state that their children look forward to their time with the childminder. They particularly value that she is flexible to meet their changing childcare needs. The childminder also seeks support from the local authority and acts on their advice. For example, she monitors

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provision

her educational programme and has recently been working with them to develop ways to observe, assess and plan for children's learning. As a result, new systems have been introduced that accurately identify where children are in their learning. Early indications show that this new system is successful in supporting children's learning and developmental progress.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY469638 Local authority Norfolk Inspection number 960191 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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