Childminder in Norfolk

Inspection date

Previous inspection date 25/11/2014 10/10/2011

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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 creates a welcoming learning environment where children settle in well and make warm relationships with one another. This results in children feeling happy, safe and secure.  The quality of teaching is good. The childminder and assistant ask open-ended questions, which encourages children's thinking and communication skills. As a result, children make good progress in their learning and development.  Partnerships with parents are good. The childminder actively involves parents from the start and values their input. This enables the childminder to provide care that mirrors that which children receive at home, providing a safe and secure environment for them.  The childminder and her assistant demonstrate a strong drive to review and improve their practice. Consequently, the childminder provides good quality provision, which reflects the needs and interest of all children.  Safeguarding procedures are effective and the childminder is clear about her role and

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This provision is good

responsibilities. This ensures children are protected and kept safe from harm.

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It is not yet outstanding because

 Partnerships with other early years providers which children attend at the same time are not fully embedded, to promote a collaborative approach to support children's learning and development.

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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 within the main playroom and the outside learning environment.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children during the inspection.  The inspector looked at children's assessment records and planning documents.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and adult son in a house in the rural village of Hickling. The whole of the ground floor and two bedrooms on the first floor are used for childminding. There is a secure outside learning environment. The childminder works with an assistant and alongside a co-childminder, from these premises. The childminder and her assistant hold appropriate early years qualifications at level 3. The childminder attends a toddler groups and activities at the local community. She visits the parks and local farm on a regular basis. The childminder takes children to and collects them from the local schools and pre-schools. There are currently 16 children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.45pm, Monday to

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Information about the setting

Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three and four-year-old children, and is a member of the Professional Association for Childcare and Early Years.

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

 maximise relationships with other early years settings that children also attend to promote effective partnership working, so children benefit from a collaborative approach to support their learning and development in order to achieve their full potential.

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who attend

The childminder and her assistant offer a bright and welcoming environment in which children can learn and play. This helps them to feel valued, safe and happy. The childminder has a good knowledge and understanding of the Early Years Foundation Stage and uses this effectively to support children in their learning and development. As a result, children are motivated and ready to learn. Weekly planning provides a good balance between self-chosen activities and activities led by adults. Therefore, children have opportunities to develop their own ideas and interests through the resources and activities available. The childminder and her assistant use effective systems to accurately observe children at play. They analyse their progress and successfully identify their next steps in learning. They effectively use the information gathered from parents during settling-in periods to plan for children's individual learning needs. Daily conversations with the

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who attend

childminder ensures that parents are kept informed of their children's progress and achievement. The childminder encourages parents to be involved in keeping the learning records up to date by sharing information about what their children are learning outside of the childminder's home. Furthermore, the childminder shares the progress check for children aged between two and three years in a timely manner. There are already close links with outside agencies established to further support their development if required. As a result, all children benefit from good learning experiences and all children make good progress. Children receive lots of praise from the childminder and her assistant for their efforts. This means that children are developing good self-esteem and confidence. Children build strong relationships with their friends, greeting them excitedly as they enter the childminder's home. They work together well as they play and learn good social skills,

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who attend

which they can use in later life, such as at school.

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who attend

The quality of teaching is good. The childminder is enthusiastic about ensuring that children make the best possible progress and fully understands how children learn. The childminder and her assistant engage very well with the children, giving support and encouragement in their learning. The childminder provides a number of everyday props to support toddlers develop their imagination. For example, toddlers seek out the childminder to play out activities that they have witnessed at home. The childminder allows the toddlers to lead play, she asks open-ended questions and gives children plenty of time to think and respond. This shows that she is interested in what children have to say and promotes further discussions as they organise play. With a strong emphasis placed on learning through play and having fun, children benefit from their time with the childminder. Babies, toddlers and children make very good progress in their

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who attend

communication and language skills, enabling them to become confident communicators. For example, babies enjoy social times, such as group craft activities. They try to copy words said and soak up the wealth of language on offer. Toddlers love to snuggle up and engage happily with the assistant. Together, they read story books chosen by the children and look at pictures, laughing and talking about what they see. Opportunities for early writing are developed from an early age through a wide range of sensory activities, such as making marks in sand or paint. Activities such as these develop children's physical skills and their early understanding that the marks they make have meaning. Children have opportunities to make mark and are encouraged to write for a range of purposes. For example, children use clip boards to encourage children to write and draw in the outdoors. These opportunities support children's developing literacy skills well, in readiness for the

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who attend

next stage in their learning, such as school. The childminder is respectful towards the children in her care, she listens to what children say and encourages them to talk about what they are doing. For instance, she asks what, how and why questions, to prompt children's thinking and problem solving skills. This also has a positive impact on children's language skills, motivation and self-confidence.

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who attend

The childminder discusses children's daily activities and routine care needs with parents as they collect children. In addition, she records important information in an online daily diary. She encourages parents to regularly view children's assessment records and make comments. Consequently, she keeps parents well informed of their child's progress. Parents are encouraged by the childminder to regularly share details of what their children can do and achieve at home. As a result, the childminder is able to take this information into account when planning future activities. Consequently, she is able to further extend the children's learning experiences, providing them with appropriate challenge. Parents make positive comments within questionnaires, stating that they extremely happy with the care their children receive. They consistently praise the childminder and her assistant for their flexible and welcoming environment.

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

The childminder fully understands the importance of children feeling safe and secure while they are in her care. Before entry, the childminder offers a home visit, enabling them to build relationships and answer questions or queries before their child begins. During the meeting the childminder and her assistant gather information, recording their child's likes, interests, personal needs and past experiences. Using this information, the childminder works in partnership with parents to provide a flexible settling-in plan. This includes sessions for children to visit with their parents. In addition, this information allows the childminder to plan personalised play opportunities that support children to settle quickly. This effective process ensures that children are emotionally prepared to separate from their parents. The childminder's home is welcoming, stimulating and very well resourced. Toys and resources are easily accessible for children, which supports their independence

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

in choosing activities and enables them to follow their own interests. Designated bedrooms are available for babies and younger children are able to sleep quietly. The childminder monitors children as they sleep, to ensure they remain safe at all times. Older children are able to rest on comfortable chairs and cushions in the main playroom. This means children are supported well to recognise their own needs.

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

The childminder supports children effectively to become independent in their personal self- care. For instance, children learn good personal hygiene routines. For example, they are sensitively reminded to wash their hands at specific times during the day, such as before meal times or after creative activities. In addition, the childminder meets children's personal care routines sensitively, ensuring that their well-being is maintained. Furthermore, she supports children and their parents well during times of change, such as during toilet training. For example, the childminder has worked in partnership with the mobile library, accessing story books to support the children and parents during this time. The childminder has high expectations of good behaviour. She calmly and consistently sets out her expectations to all children, reminding them of the house rules. The childminder and her assistant are good role models and they consistently support children to use good

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

manners. They are respectful towards children, asking for their point of view and recording this in their individual files. Children's efforts and achievements are consistently praised by the childminder, raising children's self-confidence and well-being. The childminder and her assistant deal with any incidents of inappropriate behaviour swiftly and sensitively. Consequently, children's emotional well-being is well supported and they are well prepared for the next stage in their learning.

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

Children's personal dietary requirements are gathered before entry and recorded within their personal files. Effective methods are used to share information with her assistant, ensuring these are met at all times. Through discussion and role modelling during meal times, the childminder and her assistant support children to develop children's healthy eating habits. For example, they discuss what the children are eating and sometimes offer additional new foods for them to try. The childminder understands the benefits of daily fresh air and exercise. Children enjoy many activities outside, which support them to develop physically. They are able to select from a wide range of resources, such as, climbing frames, scooters and ride-on toys, which are freely available in the outside learning environment. Younger children use lengths of material and pegs to make dens, as they act out stories with the assistant. She helps them to recall the story and use the

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

outdoors spaces to add a sense of realism. Regular visits to the local park and farms provide children opportunities to enjoy and explore open spaces. In addition, the childminder attends a number of local amenities, such as toddler groups and activities within the local community. Children of all ages learn about road safety while walking to school with the childminder and her assistant. Children are able to take some risks in their play, such as climbing on large apparatus at the local park. Furthermore, children are taught how to do this so they do not hurt themselves or others. Consequently, children are learning how to keep themselves safe.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder and her assistant demonstrate their good understanding of child protection. The childminder is confident that if she has any concerns about a child she would know what to do. She shares her safeguarding policies and procedures with parents, so that they are clear about their responsibilities. The appropriate checks for all household members and staff are in place. The childminder implements thorough procedures that protect children when they are away from the home and she supervises children vigilantly at all times, both inside the home and during outings. The childminder maintains accurate documentation, which helps to support children's ongoing welfare. For example, accident records provide sufficient information for parents and they are made aware of any injuries. She maintains good records of risk

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provision

assessments of the home both inside and outdoors, and for all types of outings. This enables the childminder to provide a safe and secure environment for children to learn and explore. This means the childminder appropriately promotes children's well-being and has procedures in place to keep them safe and secure.

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provision

The childminder is keen to provide a high quality and flexible service for the children and parents. She and her assistant have a relevant level 3 qualification in childcare. The childminder fully understands the importance of continuous professional development. She and her assistant have attended recent training, including safeguarding and paediatric first aid. In addition, she shares good practice with her assistant, ensuring that the quality of teaching remains good. The childminder keeps herself up to date, reading early years journals, attending conferences and workshops. This helps her to monitor her provision and keep up to date with current practices. Therefore, children benefit from her increased knowledge and skills. The childminder has successfully addressed recommendations from the previous inspection and demonstrates a good ability to sustain ongoing improvement in quality for children. She actively seeks feedback from parents using questionnaires to

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provision

enable her to consider their and their children's views, when looking at future improvements.

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provision

The partnership with parents is good. The childminder keeps parents well informed about their children's routines, activities and achievements through discussion, online daily diaries, text messages, email and telephone calls where needed. Parents are able to regularly access their children's online assessment records and are encouraged to make a contribution or upload photographs. However, partnerships with other professionals of early years settings, which children may also attend, are not so well developed. Consequently, opportunities to promote a fully collaborative approach with all adults involved in children's learning and development are not fully maximised.

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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 EY341078 Local authority Norfolk Inspection number 862895 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 16

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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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