Childminder in Norfolk

Inspection date

Previous inspection date 02/09/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder uses her observations and knowledge of each child to accurately inform her planning to promote their individual learning and development. Consequently, each child is making good progress from their starting points.  The childminder is very positive, confident and patient when caring for the children. She is responsive to their individual needs and often praises them, which means they are happy, settled and well behaved.  Children are safeguarded as the childminder has a clear understanding of child- protection issues and her responsibility to promote their welfare and safety.  The childminder works closely with parents to help their children settle well into her care. Children soon become familiar with their new surroundings and quickly form strong and caring relationships with the childminder and her family.

p.1

It is not yet outstanding because

 The childminder has not fully developed opportunities for sharing children's learning records with parents and encouraging them to contribute their observations, so that they work together to meet children's needs.  Children sometimes have fewer opportunities to develop their independence skills at mealtimes.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children playing in the indoor and outdoor environment and viewed all areas of the childminder's home used for childminding.

p.2

Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector viewed evidence of risk assessments, policies, procedures and other documentation in relation to health and safety checks.

p.2

Inspection activities

 The inspector checked evidence of suitability of members living in the household and the childminder's qualifications.

p.2

Inspection activities

 The inspector took account of the views of parents provided through written comments in the childminder's documentation.

p.2

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 husband and three children aged 10, six and one year. They live in a house in a Kings Lynn, Norfolk. The whole of the ground floor and one bedroom on the first floor are used for childminding. There is an enclosed garden available for outside play. The childminder collects children from local schools and attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. There are currently six children on roll, of whom three are in the early years age group. She also offers care to children aged over five years. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. Overnight care is provided for one child. The childminder is a member of the Professional Association for

p.3

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

 extend the ways in which parents can contribute to the assessment process and they are kept informed about their children's ongoing progress

p.3

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

 enhance the opportunities for children to be more fully involved with helping to prepare their snacks and with clearing away after snack and mealtimes to fully promote their self-care skills, independence and an increasing sense of responsibility.

p.3

who attend

The childminder has a very secure understanding of how to promote children's learning and development. Children settle quickly and become very confident as the childminder gathers information from parents about their interests and abilities. This enables her to provide resources that reflect children's interests when they start with her. Children help themselves to toys and resources from clearly labelled baskets that help them to understand that words and pictures have meaning. They develop their independence skills as they know what toys are available and where to find their favourite ones. Children are keen to play with each other and alongside the childminder, developing strong relationships. The childminder observes children as they play and has a good awareness of each child's progress and stage of development. As a result, she can easily be aware of any gaps in their learning and address these in her planning. The childminder is aware of

p.3

who attend

the requirement to carry out the progress check for children between the ages of two and three years. She ensures her records focus on the prime areas of learning, so that she can effectively complete the check when required. The childminder successfully monitors children's progress in individual learning journey books, which show they are making good progress in all areas of their learning and development. The childminder understands how children learn and provides an environment that supports them to be active learners, who are creative and think critically.

p.3

who attend

Children develop the skills, attitudes and dispositions they need to be ready for the next stage in their learning and starting school. For example, they listen to stories, enjoy a range of books and develop their social skills when playing with other children at the setting. The childminder understands how to support children's learning in an enjoyable way, making good use of opportunities as they arise to make learning fun. For example, she takes children on visits to a farm where they look at the different animals. They also visit the beach and woods where they learn about the natural world by collecting leaves, cones and shells to look at and discuss together. Children's language and communication skills are successfully supported as the childminder introduces and reinforces new words with them. She also encourages children to share their ideas as they play together, such as dressing-up and role-play activities. Children enjoy to join in with the actions of

p.4

who attend

favourite songs and nursery rhymes, using a variety of bought and home-made instruments as they sing along. They are developing an understanding of number and mathematical concepts and are well supported by the childminder as they play. Younger children have access to a good range of puzzles, shape sorters and stacking toys. They also learn about numbers as they sing simple number rhymes and songs together. The childminder arranges books attractively, making them easily accessible for children to find their favourite stories. Regular visits to the local library helps children develop a love of books and reading. Babies are encouraged to develop their physical skills as they learn to crawl and walk. The outdoor area provides lots of space for children to swing and climb and bounce on the trampoline.

p.4

who attend

Children enjoy expressing themselves creatively through music, role play and messy play activities. They have good opportunities to develop their awareness of difference. Children play with toys, which gives them positive images of race and disability, such as small world people, dolls, books and puzzles. The childminder has a good understanding of children's individual needs. She also cares for children before and after school hours and plans her time, so children have maximum opportunities to develop their skills. The childminder has established very good partnerships with parents and they are very happy with the care and learning their children receive. She regularly shares information with them to enable children to settle quickly and happily. Parents are made aware of the planned next steps in their children's learning. However, the childminder has not fully developed opportunities for sharing the children's learning records with parents and

p.4

who attend

encouraging them to contribute to the assessment process, in order to enable them to work together to meet their children's needs.

p.4

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

Children are happy and settled in the warm and caring family environment that is well organised to meet their individual needs. Children form close relationships with the childminder and her family and enjoy their interaction with them. The childminder's home is well equipped with a suitable range of toys and resources that are stored at low-level and easily accessible to all children. This enables them to make choices about what they want to play with. Parents are supported in helping their children to settle and information regarding their children's routine, likes and dislikes are recorded. This contributes to a smooth transition into the setting. The childminder creates a relaxed learning environment where children become independent learners, who are well prepared for moving onto school. They show a strong sense of belonging as they move around the house and garden and help themselves to toys. The childminder is knowledgeable about children's

p.4

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

individual needs, she recognises when a child is getting tired or needs reassurance with a cuddle. Children are learning to play and share well together and treat each other respectfully. They are well behaved and are provided with clear and consistent information about the boundaries and house rules. The childminder has a very calm and consistent manner when caring for young children. She uses positive language and constantly praises children, so that they become confident in their own abilities and supports them in becoming independent.

p.5

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

Parents provide lunches for their children and the childminder provides snacks and drinks. The childminder encourages healthy eating by offering a selection of fruit each day at snack time. She supports children to learn how to eat independently and drinks are available at all times, so they do not become thirsty. However, children are not regularly involved with the preparation of snacks, setting the table, serving themselves or pouring their drinks, to build on their independence skills. The childminder follows appropriate hygiene procedures and practices, which meet the children's physical, nutritional and healthcare needs. Children are developing skills they need for later life as they are encouraged to take care of their own personal needs. For example, they know to wash their hands before eating and after using the toilet. Children play well together and older children are caring and supportive of the younger children. They go on outings where they

p.5

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

take part in active play. As a result, children develop good physical skills and coordination. They visit the local park, toddler groups, soft play areas and play in the childminder's garden. These activities encourage them to develop their understanding about how fresh air and exercise contributes to a healthy lifestyle.

p.5

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

Children learn how to keep themselves safe and to recognise danger. For example, the childminder talks to them about playing on the garden equipment safely. They learn about safety within the home and on outings. The childminder's home is safe and secure as she undertakes daily checks and regular risk assessments. Child-sized furniture is provided, so that children can eat and play in comfort and safety. The childminder has attended the mandatory paediatric first-aid course, which means that she can effectively deal with any accidents or minor injuries. All visitors sign in and out and children's attendance is also diligently recorded. All children experience regular fire evacuation drills to develop their awareness of fire safety and know what to do in the event of an emergency. They learn about the importance of road safety when walking in the local area. The younger children also attend local toddler groups where they learn to share, take turns and be sociable with

p.5

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

others. The childminder is helping children to gain skills, which will prepare them for the move to the next stage in their learning.

p.5

provision

The childminder has a very good understanding of the importance of keeping children safe and of the safeguarding and welfare requirements of the Early Years Foundation Stage. The required records and documentation are in place and well organised and all adult members of the household have completed the relevant background checks. The childminder has attended appropriate child-protection training and clearly knows what to do when she has concerns about a child in her care. She shares her safeguarding policy, along with other written procedures with parents, so they are fully aware of her practices. Children's safety is given the highest priority. The childminder conducts risk assessments on her premises, the car and outings that she takes children on. This helps her to ensure that children are kept safe at all times.

p.6

provision

The childminder has a secure knowledge and understanding of the learning requirements of the Early Years Foundation Stage. She is very effective in monitoring children's development and provides appropriate educational programmes to support their progress. From her assessments, she is able to identify the areas of learning in which children need additional help. For example, she provides activities, which encourage development in children's language and communication skills, such as singing songs and rhymes, reading to them and encouraging them to talk about what they see, hear and do during the day. The childminder demonstrates that she is willing to try new ways of working, in order to continue to improve her practice. She is able to identify areas of strength as well as those that she would like to develop further, such as attending further training. The childminder values the views and opinions of parents and carers, which she gains through discussion

p.6

provision

and questionnaires. She has developed policies, documents and records that support her well in her childcare practice. The childminder demonstrates a strong capacity to maintain improvement.

p.6

provision

The childminder welcomes parents into her home and offers a flexible service to accommodate each family's needs. She works with parents to support children's individual needs and shares information about their experiences on a daily basis. Parents are asked to sign contracts and consent agreements, so they are fully aware of the care and business arrangements. They are also invited to make comments and suggestions on the care provided. All parents are extremely complimentary of her childcare practice. They are very appreciative of how well their children are being cared for and state that their children are eager to attend everyday. The childminder has made contact with other childminders in her area and attends different events at her local children's centre. She is very aware of the need to work in partnership with others if, for example, a child should attend another early years setting. She recognises that this enables consistency of care

p.6

provision

and learning, supporting children in making good progress.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY475222 Local authority Norfolk Inspection number 960783 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10