Barr, Carolyn Jane

Inspection date

Previous inspection date 10/10/2014 06/10/2008

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children's learning is purposefully promoted as the childminder has a very secure knowledge and understanding of how children learn through free-play and first-hand experiences. The childminder very skilfully adapts her high quality teaching, to ensure that all children are included and activities are tailored to the needs, abilities and pace of learning for each child.  The childminder follows children's interests exceedingly well and is highly effective in planning rich and varied activities and outings across all seven areas of learning. Children are making very rapid progress and are exceptionally well prepared for future learning at school.  The childminder has created an exciting environment for children's learning. She makes maximum use of outdoors to enhance children's understanding of the natural world, enabling them to explore, investigate and be physically active.  Highly effective settling in practices form the basis of excellent partnerships with

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This provision is outstanding

parents and contribute significantly to the childminder's knowledge of children's individual needs. She has a secure understanding of the importance of working with other professionals to support children's learning and development in her provision.  The childminder is extremely caring and supportive of children. The childminder has a very confident knowledge and understanding of safeguarding procedures to keep children safe and protected from harm.  The childminder is passionate about providing a high quality practice for children and their families. She is an extremely well-organised and intuitive practitioner, who ensures that improvements are very well targeted.

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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 the garden.

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Inspection activities

 The inspector observed activities and spoke with the childminder at appropriate times throughout the inspection.  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 viewed her self-evaluation and improvement plan.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and those provided through written testimonials and information gathered as part of the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and one adult child in Hellesdon, Norfolk. All areas of the home are used for childminding. There is an enclosed garden for outdoor play. The childminder visits local toddler groups, the shops, park and library on a regular basis. She takes children to and collects children from local schools and pre-schools. There are currently 15 children on roll, five 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. The childminder holds an appropriate childcare qualification.

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

 enhance the already excellent provision for children to explore, using a wider variety of natural resources, particularly indoors, promoting their sensory experiences to the optimum.

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who attend

The childminder skilfully implements the learning and development requirements of the Early Years Foundation Stage. Her excellent understanding of how children learn and make progress through their play, means that planned activities and experiences engage children and they learn through her high quality teaching. In addition, she ensures that the environment is very stimulating, extremely well resourced and child-focused. As a result, children make very rapid progress and are becoming active and independent learners. Children's progress is very closely monitored through precise observation and highly effective assessment systems. Information gained from these is used extremely well by the childminder to purposefully plan activities to extend and reinforce children's learning and build on their current interests. Consequently, all children's learning needs are identified and carefully catered for, so that their ongoing progress is assured. The

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who attend

childminder meticulously tracks children's learning and assesses their progress against developmental milestones. This means that she is able to very quickly identify any gaps in children's learning and discuss these with their parents, so that they can work on these together and seek any additional support required. This means that all children achieve their fully potential. The childminder completes the progress check for children between the ages of two and three years in partnership with parents and precisely identifies targets to further promote children's learning. Although she does not currently care for any early years children with special educational needs and/or disabilities, she has a wealth of experience and excellent understanding of how to support and plan for them. The ongoing partnership with parents is excellent, as parents are given frequent updates about their children's progress in the setting. They are involved in deciding on children's priorities for

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who attend

learning and regularly share their children's achievements and experiences at home. The childminder creates many opportunities for parents to be involved in their children's learning in her setting, so that they can follow up learning at home. For example, she informs parents of the activities children have been doing each day and photographs displayed clearly show the activities that children are engaged in, so that parents can share these experiences with them. Parent say how impressed they are with the range of activities and outings the children enjoy and express their views that their children are learning extremely well and are very happy in the childminder's excellent care.

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who attend

Children successfully develop the skills, attitudes and dispositions they need to be ready for the next stage in their learning and starting school. For example, they become very confident individuals and develop excellent social skills, as they play with other children in the setting or while on outings. The childminder promotes children's communication and language development exceptionally well through her ability to communicate effectively. For example, she engages children in conversation as they play, commenting on what they are doing and listening intently to their reply. Children's language is further enhanced by conversations, where they are encouraged to recall past events. In this way, the childminder assesses children's remembered learning so she can build on this. Competent use of open-ended questioning encourages children to think and express their views, ideas and feelings. For example, the childminder includes all children in a discussion about

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who attend

visiting the doctor and provides play materials so that children can act out their experiences, should they want to. She uses the correct words for the medical instruments that they use, therefore enhancing children's vocabulary. The childminder uses language as she encourages children to count how many things they have and talks about the variation in the size of objects during activities. Her excellent use of language also supports the development of children's mathematical knowledge, as they discuss concepts, such as heavy and light, or big and small. The childminder also includes children in everyday tasks, such as collecting the post. This enables her to look through the various leaflets and magazines with children. She points to pictures and encourages the children to vocalise what they see and talk about their own experiences. This supports the children in learning that print carries meaning, helps them learn about world events and those in

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who attend

their local community and teaches them about the world they live in.

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who attend

The childminder makes excellent use of her garden to support children's learning. They learn about the natural world as they help plant and grow vegetables, flowers and herbs. Children are naturally curious and enjoy exploring. They gravitate to the large outdoor sandpit that the childminder and children have created to resemble a beach. They eagerly find buckets and spades to create sandcastles, enjoying the tactile experience of the sand as they let this fall between their fingers. While the childminder makes very good use of natural resources outdoors, there are slightly fewer opportunities for children to experience natural materials within the indoor environment, to better support children's sensory development. The childminder adeptly coaches children in developing control, balance and coordination in movement. For example, when children use physical play equipment in the park area of the garden, designed to challenge their physical abilities.

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who attend

They thoroughly enjoy riding small-wheeled toys or playing games with balls. Babies have safe space indoors and outside for movement. The childminder supports children in learning to crawl and supports them well as they try to pull themselves to standing. She interacts exceptionally well with all children, cuddling babies, giving eye contact and playing games, which induce lots of giggles and laughter. She is attentive to all children's needs and responds sensitively, supporting their emotional well-being. Children enjoy frequent role-play opportunities as they play with the kitchen, pretending to make cups of tea for the childminder and their friends. Planned opportunities develop children's creative skills as they paint, play with dough or make things with glue and paper. The childminder maintains a photograph album and creates displays of all the special moments with children, and regularly shares the albums with them and their parents so they can relive

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who attend

their experiences. She maintains a very well-organised educational programme for children, which includes regular activity groups, outings to places of interest, such as the zoo or river and local parks. Furthermore, the childminder has a photographic inventory of resources so that children can choose additional toys to complement the wealth of equipment that is already easily accessible. This means children are able to make choices and become independent in their play. The childminder provides children with a successful balance of direct teaching activities and child-initiated play. She actively contributes to all their learning because she understands their needs, interests and stages of learning and development. As a result, children develop the key skills they need for future learning.

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

The childminder is highly proficient at building warm and trusting relationships with parents that help their children to feel emotionally safe and secure. She ensures children are nurtured and thrive because she fully understands and is able to meet their individual care routines, health and cultural needs. Flexible settling-in sessions, guided by children and parents' needs, help children to get to know the childminder and other children and become accustomed to the environment. Very detailed information is gathered from parents, so that initial care is tailored to each child's needs, which means that transitions between home and the childminder's setting are a positive experience and children settle quickly. The childminder celebrates children's individuality throughout her provision. For example, she prepares nametags for each child's peg and she displays their photographs and artwork to celebrate their achievements and to remember good time together. In this

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

way, children develop a very strong sense of self-worth and belonging in the setting. The childminder regularly updates information about children's routines and needs with parents, in order to meet these at all times. She shares a daily diary with parents, in which she records information on the children's daily care and the activities they have especially enjoyed that day. Parents contribute to the daily diary and record messages about changes, particularly babies' routines, so she is able to adapt her care to children's changing needs. The childminder also maintains daily discussions with parents, to ensure children are happy in her care.

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

The environment is exceptionally child-orientated. From an early age, children's independence is encouraged and they play an active role in the setting. They confidently move around the home, finding resources they would like to play with or independently find the clothing needed to go outdoors. Children demonstrate a very strong sense of security and are confident and self-assured in the childminder's home. Exceptionally positive and caring relationships between the childminder and children enable them to feel secure. Children form very close bonds with the childminder and her family, are happy, very sociable and eager to play and learn. Children are encouraged to play together and develop friendships. The childminder is highly experienced in ensuring that all children have equal opportunities to play with their chosen activities. She uses highly effective strategies to manage children's behaviour and skilfully supports their emotional

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

development. The childminder is an excellent role model and empowers children to take responsibility for themselves as they learn to listen, share, take turns and be kind to others. Praise and encouragement from the childminder ensures children develop high levels of self-esteem. Consequently, children's behaviour is very good. The childminder offers a very inclusive setting. Children have many opportunities to play with other children and the childminder effectively teaches them to respect others. Children play with a variety of resources that positively reflect the diverse society and take part in celebrations and festivals that are meaningful to them. Children who speak English as an additional language are actively encouraged to teach the childminder and other children simple words they have mastered and the childminder has learnt tiny talk signing, so that she can support all children's communication. Children's emotional well-being is very

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

effectively supported. They are confident and this solid foundation enables them to be emotionally well prepared for their next stage of learning in school.

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

The childminder meets children's individual health and care needs very effectively. When necessary, the childminder develops detailed health care plans to support children's very specific needs. She also attends relevant training, so that she is able to meet children's medical needs and ensure that no child's well-being or health is put at risk. The exceptional guidance and support she provides, helps children to gain an excellent understanding of hygiene. For example, the childminder reinforces good hand washing practices by making this fun. She has four different coloured and scented soaps, so children enjoy choosing which to use and she plays guess the smell, so children are encouraged to wash their hands thoroughly. They enjoy a range of varied, wholesome snacks as the childminder has an excellent understanding of nutrition in children under five. She has a separate fridge in which children's lunches and babies bottles, provided by

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

the parents, are stored. Children are very independent at snack and mealtimes. They help to set the table, peel and chop their own fruit and wait politely for others to finish eating before they get down from the table. Babies are held securely during feeding and receive the childminder's attention, supporting their emotional well-being. She is very sensitive to children's needs, noticing when children become tired and reassuringly settling them to sleep in a comfortable cot. Children are cared for in safe and secure surroundings and are very much encouraged to behave safely and responsibly. For example, they learn quickly to be aware of the younger children and are very helpful, such as finding a rattle for the baby to play with. They are excellent at listening to the childminder's instructions because she listens to them. The childminder always goes down to their level and maintains conversations about their interests, respecting their feelings. Children are proud of their

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

achievements and look to the childminder to share and celebrate these with her. They are particularly proud when they receive a sticker, which the childminder gives for the smallest achievement. Children's understanding of keeping themselves safe is evident and they have extensive opportunities to learn about how to keep themselves and others safe. The childminder involves children in discussions and emergency evacuation drills and they learn safe road crossing practices when out. Children know to put on their high visibility vest in the winter or brightly coloured sunhat in the summer, when they go out with the childminder, so that she can easily identify the children she is responsible for. This means children are very kept safe at all times.

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provision

The childminder's practice with regard to meeting the requirements of the Early Years Foundation Stage is outstanding. She uses a set of written policies and procedures, which are very effectively reviewed and updated according to current legislation, to ensure children are cared for and learn in a safe and secure environment. The childminder shares all her policies with parents, along with a welcome pack full of information, so that they know how she manages her provision. The childminder's utmost priority is to ensure that she effectively provides for children's needs and protects their welfare. For example, she has records of suitability of all adult household members and ensures that all visitors sign in, read safeguarding information and are meticulously supervised. The childminder has an excellent knowledge of child protection, having completed training, and has a secure awareness of the steps to take, should she become concerned about a child in her care.

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provision

She is aware of the services available in her local area to support and protect children and provides this information for parents, so that there is a joint approach to safeguarding children. The childminder uses comprehensive risk assessments and checks, to monitor the safety and security of her home and garden. Furthermore, she assesses the potential risks prior to any outings, ensuring that she has carefully considered and covered all possible eventualities. Consequently, children are safely cared for and parents are assured that the childminder has taken every step possible to minimise any potential risks to children.

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provision

The childminder is passionate about providing a high quality childminding provision for children and families. She is a well qualified and experienced childminder who effectively identifies training that will enhance her teaching and benefit children's learning, development and care. Through successful implementation of the knowledge and ideas that she has gained into her practice, children make excellent progress and their well- being is significantly enriched. The childminder consistently maintains high standards, carefully monitoring and evaluating all aspects of her work with them. This includes seeking the views of parents and children, who are central to the way the childminder shapes her provision. Self-evaluation and improvement planning are consistent, accurate and highly effective in bringing about sustained improvement. The childminder consistently assess the impact of her provision, activities, resources and teaching on

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provision

children's learning and development. This means she has a very good overview and is able to identify any gaps in a child's learning or in the educational programme, so these can be swiftly addressed. Children's assessment records are meticulously completed, showing very detailed accounts of their development and the steps needed to support them to progress further. The childminder's successful, sensitive work with families and other professionals contributes to well-targeted early intervention and support for children, should the need arise. The childminder's excellent partnerships with parents, carers and other professionals are important factors in her success in meeting children's needs. Information from parents is highly valued and really helps the childminder to get to know children initially and to reflect their interests, abilities and backgrounds in the way she plans and organises activities. Extremely effective systems are in place to share information and work with

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provision

parents, particularly to ensure children develop the skills and aptitudes in readiness for school. Parents provide extremely positive feedback about the childminder and her provision. They very much appreciate the support they receive regarding different aspects of their children's learning and development, the high quality provision made for their children and the reassurance that their children are happy and achieving. The childminder has an excellent understanding of how to liaise with outside professional support to meet the needs of children in her care. She has very good partnerships with other settings children attend to provide ongoing support and learning for all children who attend her setting.

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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 EY219130 Local authority Norfolk Inspection number 869774 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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