Childminder in Norfolk

Inspection date

Previous inspection date 25/11/2014 23/10/2008

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early years provision

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

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This provision is good

 The childminder uses efficient teaching techniques that support her to assess children and understand their developmental needs. Her good interactions with children help to extend their learning as they play and participate in planned activities.  The childminder's good partnerships with parents mean that she gathers clear initial information about children. This enables her to understand each child so that she helps them to settle and to feel welcome and secure.  The childminder notes children's interests and includes these in the activity planning. This means that she offers activities that capture their attention and stimulate them, thereby building their positive attitudes to play and their skills for learning.  The childminder meets formally with other childminders to discuss good practice and refresh her knowledge of child protection issues and safeguarding procedures. As a result, she promotes children's welfare and safety well.

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It is not yet outstanding because

 The childminder does not always make maximum use of information from parents about their child's achievements at home in order to further enrich the activity planning.  The childminder does not effectively organise all resources. Therefore, children are not always able to select these independently to further extend their play to the maximum.

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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 childminder's house and viewed areas of the home used for childminding.

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Inspection activities

 The inspector talked with the childminder and the children present, and reviewed an activity with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members, the childminder's self-evaluation information and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as given in their written feedback to the childminder.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children in a house in Stevenage. The whole of the ground floor, first floor bathroom, main bedroom and rear garden are used for childminding. The family has two dogs and one cat as pets. The childminder attends a toddler group and visits the shops and park on a regular basis. She takes children to and collects children from the local schools and pre- schools. The childminder supports a small number of children who speak English as an additional language. There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds an appropriate early years qualification at level 3.

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

 enhance the activity planning by making greater use of information from parents about their children's learning and development at home

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

 review the organisation of resources to make these even more accessible, in order to support children to make further choices about their play and learning.

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who attend

The childminder's effective teaching methods ensure that she supports children well and they make good progress in their learning and development. She understands their starting points as she carefully assesses the initial information that she gathers about the children. The childminder has improved her assessment and planning procedures. Her assessments are now more accurate and enable her to consider and plan pertinent activities that will take children to the next stage in their learning. The childminder uses effective procedures to carry out the progress check for children between the ages of two and three years. This aids her in planning relevant activities and in noting any areas where children need additional support. The childminder generally communicates well with parents, enabling them to share daily news about their children. She also supports parents well in extending their children's learning. She gives them practical information about the

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who attend

daily activities so that they can continue these at home. However, her assessments do not always make full use of all updates from parents. As a result, the childminder does not include this extended range of information in her planning, in order to promote children's development to the maximum. The childminder supports children, so that they develop the skills and positive approaches that aid effective learning, thus preparing them well for school. Her thoughtful planning of activities and her confident approach in presenting these mean that children are offered many opportunities to experiment and extend their learning. For example, young children enjoy a craft activity that relates to their current next developmental steps of learning, which is to name the different parts of the body. They start by singing a favourite rhyme that names these body parts. They then move on to paint their feet. However, when they

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who attend

show a dislike of this, the childminder quickly adapts the activity and children then enjoy using sponge rollers to apply paint to the paper. The childminder allows them plenty of time as they work out how to hold the rollers and note the patterns they are making. She then introduces stickers and helps children to name the different parts of a snowman illustrated on these. Children eagerly identify the snowman's head, hat and nose. They count the eyes and decide which colour these should be before moving on to compare the sizes of the different noses. The childminder then helps them to relate each of these features to their own features and they sing their rhyme again, helping to gently reinforce their understanding.

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who attend

Children enjoy a wide range of activities that promote their physical skills, such as control and coordination. They play with hoops and balls in the garden and learn to use large play equipment at the park. The childminder uses meaningful opportunities to help children appreciate differences. For example, children talk about their holidays and enjoy looking at travel brochures. They discuss the different countries and the childminder supports them in researching these further, so that they begin to understand different climates and cultures. Children are excited by the activities and these support their learning as the childminder makes good use of their interests. For example, when children show an interest in insects, the childminder offers them related activities. Children enjoy looking for insects in the garden and develop their investigative skills as they look at these in a magnifying viewer. They talk about where the insects like to live and the childminder helps

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who attend

them to use reference books to identify the different species. Children then develop their creative skills as they make their own illustrations of the insects. The childminder interacts with children at an appropriate level, showing she is interested and extending their language and communication skills. For example, the childminder notes children singing a favourite song while they eat their snack. She joins in and reminds them of other songs. Children enjoy this and continue singing as they leave the table and go to play. Children who speak English as an additional language are supported well, so that they make good progress in their learning. The childminder learns key words in their language, thus aiding early communication and showing a respect for this language. She then supports them in learning English through reading, gesturing and singing.

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

The childminder works well with parents. She informs them of her policies and procedures so that they understand her daily practice. She meets with parents to gather initial information about children, ensuring that she understands their needs, routines and preferences. She uses this information to make sure that she offers support and daily activities that are relevant to each child. She ensures that her daily routine is closely aligned to children's established home routines. This helps them to feel secure and to settle well when they first start attending. The childminder demonstrates a positive outlook and shows children that she enjoys their company. Children respond to this and soon develop close relationships with her. For example, young children babble and chatter to her as they play.

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

The childminder takes time to get to know and understand each child. This means that she quickly notes their efforts and achievements and praises them for these. For example, young children enjoy praise as they correctly identify different colours. They then continue to name colours as they play. The childminder's sensitive praise and encouragement helps to build children's pride and confidence, which enables them to develop a positive belief in their ability to learn. As a result, they are well prepared for their future move to pre-school or school. The childminder supports children well in building their understanding of how to manage their behaviour. She offers them clear explanations and helps them to understand how their actions affect others. The childminder organises most areas of her home well in order to meet children's needs and accommodate different types of play. For example, children enjoy going through to the conservatory to participate in messy play activities.

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

However, some resources are not as well organised and this means that children cannot always fully extend their play. For example, young children playing with dolls and a toy kitchen do not know that there are further resources that they could access as these are not within easy reach or in containers that facilitate their free choice. Therefore, their play and learning are not always extended to the maximum.

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

The childminder makes good use of daily routines to support children in developing their independence. For example, young children enjoy helping to get everything ready in preparation for their nappy changes. Ongoing discussions and specific activities support children in building a good understanding of how to keep themselves safe. They enjoy playing with road safety role-play equipment, where they learn about different types of crossings and how to use them. The childminder supports children in gaining a good awareness of the relevance of healthy lifestyles. They understand why it is important to wash their hands before eating and after touching the childminder's pets. They talk with the childminder about healthy eating and have made their own placemats to illustrate healthy food options. Additionally, the childminder talks with them about the importance of fresh air and exercise and they discuss how this affects their bodies.

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provision

Since her last inspection, the childminder has had a low-level warning letter from Ofsted with regard to keeping them informed of any changes that affect her ongoing suitability. She has now made sure that she fully understands this requirement and has clear procedures to inform Ofsted of any such future changes or events. This ensures that she maintains children's safety and welfare. The childminder implements thorough safeguarding arrangements that support her in consistently promoting children's welfare. She carries out her own research and regularly refreshes her knowledge of this area in order to keep up to date. As a result, she has a good understanding of the process to follow should she have any concerns about children. Additionally, the childminder implements practical procedures to further promote children's welfare. For example, she ensures that visitors to her home do not use mobile telephones or cameras when minded

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provision

children are present. The childminder has been proactive in addressing the recommendations made at her previous inspection. She now carries out thorough risk assessments and daily safety checks on all areas used by children. Consequently, children play safely, both inside and outside the home.

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provision

The childminder maintains an enthusiasm for her work and has a positive approach to this. She attends formal meetings with other childminders, where they review good practice and check for any changes to the legal requirements. This supports the childminder in reviewing her policies and maintaining a clear understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. It also aids her in developing her practice further. For example, after studying different methods of assessing children and planning activities, the childminder has improved her own processes. She now plans more accurately for each child, so that they are offered a balanced range of activities that promote their development in each area of learning. The childminder regularly reviews each child's assessment records in order to monitor their progress and note any areas where they may require additional support. She evaluates

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provision

her daily work and obtains feedback from parents and children. This means that she is aware of her strengths and weaknesses, and this supports her in making relevant improvements. For example, recent changes include the improved provision of craft resources, thus offering children further opportunities to explore and develop their creativity.

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provision

The childminder has improved her procedures for working in partnership with other settings attended by the children. These procedures include the regular exchange of assessment and planning information, in order to promote children's learning and development. The childminder does not currently care for any children who have special educational needs and/or disabilities. However, she has familiarised herself with the help offered by other professionals and understands how to access this, for example, through her local children's centre. This aids her in seeking support for children and their families should the need arise. The childminder works well in partnership with parents. She talks frequently with them and uses a detailed daily diary to inform them of their daily activities and progress. Parents report that they appreciate the warm, friendly environment and the flexibility of the childminder in organising her work to meet their needs.

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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 149140 Local authority Hertfordshire Inspection number 874939 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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