Childminder in Norfolk

Inspection date

Previous inspection date 27/11/2014 10/03/2011

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early years provision

This inspection: 1 Previous inspection: 1 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 are making excellent progress in their learning and development. This is because the childminder is fully committed to supporting children to reach their full potential, providing a wide range of exciting and motivating activities for them.  The childminder uses a wide range of extremely effective methods to engage parents in their child's care and learning. As a result, parents feel very involved in the setting and are highly complimentary of the childminder's service.  Excellent relationships between children, their peers and the childminder are in place and as a result, they are very happy and enjoy attending the setting. The childminder actively encourages children to play together and be kind to one another. This results in a calm environment where children feel secure and valued.  The childminder has a thorough knowledge and understanding of her role and responsibilities with regard to safeguarding children. She continuously updates her

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This provision is outstanding

knowledge of safeguarding issues and reviews her policies and procedures. As a result, children are kept from harm.  The childminder is highly successful in identifying the strengths and weaknesses of the provision. She constantly reflects on practice and her provision and has highly effective systems in place to drive improvement. As a result, the capacity to continually improve is excellent.  Partnerships with the local primary school and other professionals are excellent. The childminder works well to ensure all children's individual needs are met and they have a successful transition to school.

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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 looked at the areas of the premises used for childminding purposes, indoors and outdoors.

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Inspection activities

 The inspector viewed a selection of documentation covering children's learning, policies and attendance records. In addition, the inspector checked evidence of the suitability of all adults in the setting.  The inspector took account of the views of parents and carers spoken to on the day.

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Inspection activities

 The inspector observed practice and interaction between the childminder, her assistant and children.

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Inspection activities

 The inspector had discussions with the childminder and her assistant and spoke to children at appropriate times throughout the day. The inspector undertook a joint observation with the childminder.

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Information about the setting

The childminder was registered in 1999 on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and their two adult children, on the outskirts of the town of Holt, in Norfolk. The childminder works with an assistant. The whole of the ground floor of the property, two bedrooms and a bathroom on the first floor are used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. There are currently 22 children on roll, of whom nine are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round, from 6am to 10pm, seven days a week, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years and the local childminding network. She holds a relevant childcare

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

 develop further the already very good outdoor facilities, for example, by providing more shelter for some of the toys that are stored outside, so that children can use them freely without having to wait for them to be cleaned or dried.

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who attend

Children make excellent progress in their learning and development. This is because the childminder has in-depth knowledge and understanding of each child and their stage of development. The childminder works closely with parents to get to know children and ensures that she has a comprehensive picture of the child before they start at the setting. Precise, targeted observations and assessments are used to identify children's starting points, progress and next steps. This information is then used to plan for children's individual needs. As a result, children are appropriately challenged at every opportunity. The childminder uses children's interests to support their learning and development, which means that they are interested and motivated to learn. For example, children display a keen interest in the natural world, so the childminder takes them on outings to the local country park. Children confidently talk about different sizes and shapes of trees and

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who attend

seasonal changes within the environment. As a result, children make excellent progress in their understanding of the world around them. Children are extremely confident communicators as the childminder supports their communication and language skills effectively. She listens carefully to what children say, consistently talks about what they are doing and repeats or extends sentences. This consolidates children's growing vocabulary. To extend children's language skills further, she introduces new words, such as 'shimmer', 'glisten' and 'flicker' during an art activity. Children confidently approach visitors and demonstrate curiosity by asking them, who they are and what they are doing.

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who attend

The childminder provides a wide range of highly interesting experiences and activities, which cover the areas of learning and development extremely well. Children are encouraged to be creative and to follow their own ideas. They are enthusiastic to get involved in an activity to make pictures of Christmas lights. Children begin to mix different colours of glitter with their own purpose in mind. They are supported to discuss the colour changes and correctly identify them. This sensitive understanding from the childminder to follow what children want to do, demonstrates that their ideas are valued and accommodated. Children are proud to show their pictures and talk about them being 'sparkly'. They use an excellent range of bright and stimulating resources and activities, which are easily accessible, so that they can make free choices about what to play. As a result, children are given plenty of opportunities to shape their own learning, based on

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who attend

personal interests. For example, children demonstrate an interest in trains and independently choose jigsaw puzzles with train pictures on them to support this. Children show high levels of motivation and confidence in sharing ideas and playing cooperatively. The childminder and her assistant are skilled in supporting children's growing personal, social and emotional development; helping them to share and to work together. As a result, children show care and concern for each other. Children go on regular trips to places, such as, the zoo, beach, park, library and stay-and-play sessions. This encourages them to understand the wider world, experience new surroundings and practise their physical skills. Mathematical development is promoted during focused and everyday activities. Children are supported to count, recognise colour and shape and to use mathematical language. Children's different ages and stages of development are managed

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who attend

very well within the setting. Activities are adapted to ensure every child is engaged and challenged appropriately. For example, during snack times, younger children are encouraged to count to five while older children are supported to engage in simple addition. Children are making excellent progress towards the early learning goals. This helps them to prepare well for school and their future learning.

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who attend

The childminder understands the importance of creating strong bonds with children and their families, in order to support them to make progress in all areas of learning and development. Parents are valued and the childminder welcomes and implements parents' suggestions regarding children's learning and care. She shares detailed information with parents on a daily basis about activities undertaken that day by their children. Parents are given ideas about how they might extend learning at home. Feedback from parents in the learning journals and daily diaries is used extremely effectively and they highlight the progress their children have made during their time with the childminder. Parents are sent regular newsletters, which include detailed information about what is coming up at the setting and key information that might be useful. As a result, parents are well included in the teaching and learning of their child and they are able to extend their learning at home.

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who attend

The childminder has worked hard to develop relationships with the local schools and teachers. Reports regarding children's development are highly comprehensive and are shared with teachers before they move to school. The childminder collects feedback on reports and transitions, in order to ensure children have a smooth and pleasurable move to school.

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

The childminder provides an exceptionally warm, welcoming and friendly environment for all children. Parents comment on how well the exceptional, family-focused, child-centred environment meets the emotional needs of all individual children. Children form secure attachments with the childminder and her assistant and are clearly happy and extremely well settled. Children's emotional well-being is of utmost importance and the childminder ensures that all of them feel safe and secure while they are at the setting. They are confident because they know they can return to the childminder for support and reassurance when needed. The childminder continually offers lots of praise and encouragement throughout every activity that the children take part in. Partnerships with parents with regard to children's care needs are very well established. The parents complete an in-depth 'All-about-me' booklet prior to their child starting at the setting.

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

Settling-in sessions are robust and are tailored to meet individual children's needs. When they start attending, each child's settling-in is managed sensitively with their parents, to ensure that individual plans are in place to support the child. Parents are welcomed to visit and stay with their child before gradually leaving them. Diaries are exchanged everyday and this two-way flow of information means that the childminder and parents work cohesively to support children's welfare.

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

Children are inspired to follow a healthy lifestyle and the childminder acts as a role model to demonstrate healthy practices. For example, children are encouraged to cover their mouths when coughing, wash their hands before eating and after using the toilet and each child has their own hand towel to use. Children eat a range of nutritious food, which is varied and healthy. They enjoy plenty of fresh air and exercise on a daily basis as they have access to an outdoor area, which is used in all types of weather. However, on occasions, opportunities to use the garden are hampered as the toys, which are stored outside, are wet and children have to wait for them to be dried. Children also have regular opportunities to play in larger spaces as part of the extremely wide and diverse range of outings, which they experience. As a result, children are supported extremely well in their physical development as they run, jump, climb, play with footballs and use bicycles.

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

Children behave very well and are kind to each other because the childminder continuously encourages them to share and take turns. The childminder is an excellent role model and children clearly understand the rules and boundaries of the setting. For example, when a younger child runs across the room, an older child reminds them of the no running rule. Furthermore, they explain the reason for the rule that they may tread on a baby and hurt someone. Children are encouraged to tidy up toys, so they do not trip. Older children are encouraged to get involved in the risk assessment of their own games and activities and they have devised the house rules together. The childminder holds discussions with older children about activities and together, they identify any possible risks that may occur and how they could make it safer for everyone. Children are reminded of safe practices when on outings. The childminder talks about road safety.

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

Children know that they must hold hands and to stay close to the adult or the buggy. Consequently, children have a good understanding of how to keep themselves safe and are learning how to respect their peers and adults, as well as resources and the environment.

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provision

The childminder has an excellent understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Safeguarding is given the utmost priority and there are comprehensive policies and procedures in place, which are updated regularly and are shared with parents. The childminder has attended regular safeguarding training, has an excellent understanding of the different types of abuse and how to identify a child, who may be at risk from harm. She knows where to obtain support and advice and understands the role of the Local Children Safeguarding Board. Registers and first-aid equipment are regularly examined to ensure they are up to date. There are a wealth of extremely comprehensive risk assessments in place and these are reviewed and updated regularly. There is a fire evacuation plan and the children regularly take part in fire drills. Children's records are kept confidential and permission

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provision

forms are in place and signed by parents. The setting is secure and safety gates are used to further protect children. As a result, children's welfare is extremely well promoted and they are kept safe.

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provision

The childminder has an outstanding understanding of her role and responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She is continually in pursuit of excellence and has a clear passion to consistently improve. The childminder gathers children's, parents' and other professionals' views regularly. She uses this information in her self-evaluation to reflect and identify any strengths and areas for improvement. Any areas identified for improvement are quickly developed and she demonstrates a proactive attitude towards building further on the excellent quality of her provision. She has a wealth of knowledge and understanding about how children learn and has a strong desire to continue learning and improving. The childminder effectively monitors the observation and assessment of all the children in her care on a very regular basis. This results in excellent opportunities for all children to make rapid progress in their

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provision

learning and development. The childminder supports her assistant to attend training courses and shares her own knowledge and excellent practice. She has recently attended assistant coaching training and as a result, has put effective systems in place to monitor practice. For example, she uses observations of the assistant's practice as a tool to develop their interactions and confidence even further. The childminder has identified further training that she wishes to undertake to ensure children's learning and development are optimised at all opportunities.

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provision

The childminder has excellent partnership with parents and other professionals. Parents are extremely complimentary and it is clear through face-to-face feedback and written testimonials that parents are incredibly happy with the setting. They feel the strengths of the setting are the family, child-centred environment, communication regarding children's learning and development, how well children's individual needs are met and the safety of the environment. They are delighted with the progress their children are making and are happy that they love attending so much. Partnerships with other providers and with other agencies are very strong. The childminder is a member of the local children's centre and attends network meetings regularly. The links with other settings and the local school are very effective and information is shared regularly. As a result, children's learning is continuously supported and they have a stable transition to school.

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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 255988 Local authority Norfolk Inspection number 854895 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 22

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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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