Childminder in Norfolk

Inspection date

Previous inspection date 21/10/2014 31/03/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 3

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This provision requires improvement

 Young children develop warm and trusting relationships with the childminder and are happy in the childminding setting.  The childminder has a good understanding of the signs and symptoms of abuse and is confident to report concerns, to ensure that children's well-being is safeguarded.  The childminder demonstrates friendly and trusting relationships with parents. This supports her in meeting children's individual care needs and encourages parents to remain involved in their children's learning in the childminding setting and at home.

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It is not yet good because

 The childminder has not met the legal requirement to inform Ofsted of changes to the names of adults living on the childminding premises.  The childminder does not make the best use of observations of children's learning because they are not evaluated consistently, in order to effectively support and plan for children's continuing progress. She does not track children's progress across all areas of learning.  Children sometimes find it difficult to concentrate on activities because they are distracted by the television which is on constantly.

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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, the kitchen and the conservatory.

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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 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 their written testimonials provided by the childminder.

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Information about the setting

The childminder was registered in 1994. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her partner and adult son in a house in Gaywood, King's Lynn, Norfolk. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has two rabbits as pets. The childminder attends a toddler group and visits the library, shops and park on a regular basis. She takes children to and collects children from local schools and pre-schools. There are currently 11 children on roll, three 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 7.45am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 improve how the observations of children are evaluated, in order to plan a stimulating and enjoyable educational programme, that is delivered at the right level for the children attending, to promote their progress in all areas of learning

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must:

 assess children's progress more accurately across all areas of learning, so that any gaps in their progress can be quickly identified and managed.

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

 promote the indoor environment as a stimulating place to play and learn, with regard to keeping background distractions to a minimum.

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who attend

The childminder establishes children's starting points when they first attend her childminding setting. This is because she gathers useful information from parents about children's likes, dislikes and interests. As a result, she is able to provide activities that children enjoy. The childminder knows the children well and talks confidently about them. However, she does not make the best use of her observations of children as they play, to accurately identify the next steps in their learning. As a result, she is not planning activities that are sufficiently consistent in depth or breadth, to build on what children already know and support them to make good progress. The childminder tracks children's progress in their speech and language development but does not track any other area of learning, to ensure that gaps in any aspects of their achievement are recognised and addressed. The childminder is aware of the importance of carrying out the progress check

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who attend

for children between the ages of two and three years and sharing her findings with parents. There are currently no children on roll for whom this check is due.

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who attend

Overall, children's progress ensures that they have the key skills needed for the next stage in their learning, such as moving on to school. They develop a sense of themselves as individuals, wanting to do things independently and expressing their own preferences. The childminder recognises the short concentration span of very young children and readily changes activities in response to this. However, the quality of teaching is not wholly effective because the television is on throughout the day and children are distracted by it. This means that although the childminder generally supports children's learning well, her efforts are not as successful as they could be because children do not concentrate fully on what they are doing. 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. For example, she sits on the floor with them and provides

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who attend

them with age-appropriate toys. Babies are also supported well to explore toys with buttons and flaps. The childminder laughs along with them as they make the programmable toy come to life. Children quickly learn what they need to do in order to create sounds, such as pressing buttons and pushing switches.

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who attend

The childminder supports children's language and communication skills well. She responds well to the babbles and gestures of babies and mimics holding conversations in response to babies' vocalisations. During art activities, the childminder introduces vocabulary, such as crunchy, when talking about dried leaves. Children explore textures and enjoy the feel of the glue on their fingers. However, art activities are sometimes too advanced for younger children and the childminder is more intent on providing parents with a finished product. Children's communication skills are further developed through the use of books. They readily sit with the childminder to look at picture books together, where she points out the illustrations and names objects.

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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 provides a warm and welcoming environment and builds close emotional attachments with them. Children's emotional well- being is fully supported because the childminder treats children with respect and positive regard. Older children value the fact that that she will have a chat and shows a lot of patience. Younger children confidently go to her for a cuddle and reassurance and babies enjoy the close relationship that they have with her. They feel safe and comfortably fall asleep in her arms. The childminder finds out about established routines for sleeping and feeding, through discussion with parents. These are ongoing, to promote continuity of care and help children to develop a sense of belonging.

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

The childminder demonstrates a good understanding of how to manage unwanted behaviour. She manages challenging behaviour sensitively, taking into account children's age and level of understanding. Children's good behaviour and their individual efforts are valued and praised. Children are taken on outings to the local playground and toddler groups, where they build relationships with other children. As a result, children develop the necessary social skills, which helps them embrace new experiences with confidence, such as moving on to nursery or school.

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

The childminder helps children develop an understanding of how to keep themselves safe. A written testimonial from an older minded child demonstrates that children remember to have fire drills 'so people know if the house sets on fire'. Children benefit from a varied range of age-appropriate toys and resources, both indoors and outside. The childminder promotes an active lifestyle, encouraging children to be outdoors where she provides a wide range of activities to promote all areas of learning. Children walk to school and back each day. Children's good health is promoted well. The childminder supports children's developing understanding of the importance of good hygiene routines. Children wash their hands before eating. Those who are in nappies have their hands washed after nappy changing, to get them used to the routine of hand washing after toileting. Individual drinks are kept available at all times, helping children to make decisions about addressing

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provision

At the inspection it was found that the childminder had not notified Ofsted, within the prescribed timescale, of changes to persons living on the childminding premises. The childminder's older son has moved out of the family home and her partner now lives with her. Her failure to notify Ofsted is a breach of the legal requirements of the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. It affects the efficiency of leadership and management but children's welfare is not put at risk because her partner has been cleared by Ofsted at his previous address. The childminder has a good understanding of the signs and symptoms of abuse and that her first responsibility is to the child. She has completed senior lead practitioner training for child protection, to ensure that she knows how to recognise and report concerns. Risk assessments are carried out, to identify potential hazards and the steps needed to keep

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provision

The childminder maintains mandatory qualifications, such as paediatric first aid, and has a relevant childcare qualification at level 3. She monitors the learning and development requirements, but this not sufficiently effective to ensure that the educational programme is thorough. The childminder is aware of the benefits of self-evaluation and evaluates each day informally, considering what has gone well and what has not. She keeps a note of action needed and reviews the notes regularly, to ensure that she has taken any necessary steps to address them. The childminder is supported by a representative from the local authority, to help identify what needs to be improved.

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provision

The childminder seeks the views of parents, through daily discussion with them. Information is exchanged to keep them informed about their children's day and their learning. A daily diary is maintained for younger children. Written testimonials from parents demonstrate the friendly and trusting relationships that she has built with them. Parents typically state that it makes them happy that their children have opportunities to mix with others and that the childminder meets their individual needs. They particularly appreciate that the childminder is flexible, to meet their changing work commitments. Parents are happy to recommend her to family and friends. The childminder is aware of the importance of working in partnership with others who provide care and learning for the children, so that any concerns about a child's well-being, learning or development can be quickly identified and managed. The childminder has established good links with the

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 inform Ofsted of the name, date of birth, address and telephone number of any person aged 16 or over working or living on the premises (compulsory part of the Childcare Register)  inform Ofsted of the name, date of birth, address and telephone number of any person aged 16 or over working or living on the premises (voluntary part of the Childcare Register)

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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 256121 Local authority Norfolk Inspection number 818510 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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