Childminder in Norfolk

Inspection date

Previous inspection date 28/11/2014 29/01/2009

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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 is committed to her own professional development. She has Early Years Teacher Status and she keeps up to date with latest guidance and practices, to help ensure a good quality of care and learning for all children.  Children's well-being is supported effectively because the childminder has a good understanding of child protection issues. Children are happy and settled. They develop extremely close emotional attachments to the childminder and feel exceptionally safe in her care.  The childminder demonstrates friendly and trusting relationships with parents. She keeps them informed about their children's day and their developmental progress. Parents are actively encouraged to continue to share what they know about their child.  The childminder establishes good partnerships with others who provide care and learning for the children. This means that any concerns about children's learning and

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This provision is good

development are quickly identified and managed.  The childminder actively encourages children to become confident communicators. She responds well to the babbles and gestures of babies and engages older children in conversation.

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It is not yet outstanding because

 The childminder does not always maximise opportunities to extend children's learning further and to the next level during adult-led activities.

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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/dining room and the kitchen.

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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 checked evidence of the suitability of adults working with children and household members.

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Inspection activities

 The inspector looked at activity planning, records of children's learning and a selection of policies and records.  The inspector looked at written testimonials from parents.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in a house in Mulbarton, Norfolk. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities run by the local children's centre. She visits the shops and park on a regular basis. The childminder takes children to and collects children from local schools and pre-schools. There are currently nine children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.45am to 6pm, Monday to Friday, except bank holidays and family holidays. She has Early Years Teacher Status 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 opportunities to consistently motivate and extend children's learning to the next level during adult-led activities.

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who attend

The childminder establishes children's starting points on entry to her childminding setting. She gathers useful information from parents, through her discussions with them and completing written documentation. This means that she is quickly able to plan activities that build on children's interests and what they already know. The childminder knows the children well and talks confidently about where they are in their learning and development. She observes children as they play and evaluates her observations well. As a result, she knows what she needs to do to support children's continuing progress. The childminder tracks children's progress effectively. Her records demonstrate that children are working comfortably within the expected developmental band for their age. The childminder keeps parents fully informed about their children's developmental progress. They take written records home to look through and are encouraged to contribute to

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who attend

them, sharing what they know about their children. This information is used to feed into planning. The childminder is aware of the importance of carrying out the progress check for children between the age of two and three years. She shares her findings with parents and they are given a copy of the report. Parents are encouraged to share this with their health visitor, ensuring that any concerns about children's learning and development are quickly identified and necessary support can be established.

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who attend

Children are motivated to learn and are supported well to acquire the skills they need to be ready for the next stage in their learning, such as moving on to school. This is because the childminder has a good understanding of how children learn. She supports them well, to make good progress in their learning and development, through a good balance of child-initiated and adult-led activities. The quality of teaching is good, although sometimes planned adult-led activities are not as inspiring as they could be and the childminder occasionally misses opportunities to extend children's learning. For example, when children help prepare lunch the childminder does not talk to the children about where food comes from or what food is good for them. Despite this, the childminder does support children's language and speech development exceptionally well. She responds well to the babbles and gestures of babies and includes them fully in activities and routines. The

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who attend

childminder effectively mimics holding 'conversations' in response to babies' vocalisations and engages older children in conversation. She repeats back what children have said, so that they hear the words pronounced correctly. Children also enjoy repeating back phrases that the childminder uses. For example, when children accidently knock the dish of raisins over the childminder says 'don't panic'. Children repeat back, 'don't panic'.

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who attend

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 and responds well to their interests. For example, when older children select a programmable toy to play with the childminder engages in the play. She supports children in their developing awareness of letters and sounds through the programmable toys. She encourages children to press the buttons and talks to them about what letters they have pressed. The childminder introduces letter sounds, using the initial letters of the names of the children as a prompt. Children enjoy stories and the childminder follows a consistent routine of reading children a story before they go for their afternoon sleep. They enjoy lifting the flaps in lift-the-flap books and they talk about what they find. The childminder keeps the activities flowing, responding well to children's changing interests. Children play

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who attend

imaginatively, based on their own experiences. They use teddy bears to engage in role play, pretending to feed the teddy before deciding that it needs to go to sleep. Children develop self-care skills using the cuddly toys. The childminder shows the children how to put the trousers on the bear and then encourages them to do it for themselves.

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

Children are extremely happy, settled and have very good emotional attachments with the childminder. She supports children and families exceptionally well, to settle in to her childminding setting. Children and parents visit for regular settling-in visits, until everyone feels comfortable with the new arrangements. In addition, the childminder visits children in their own home. This helps children to get to know her in their own, familiar surroundings. The childminder talks to parents about young children's established routines for sleeping and feeding and ensures that she continues these. As a result, children are extremely self-assured and develop an exceptionally strong sense of belonging. They are emotionally well prepared for the next stage in their learning, such as moving on to school or nursery. Children feel exceedingly safe with the childminder and confidently go to her for support and reassurance, or just for a cuddle.

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

The childminder is an exemplary role model to children. She treats them with respect and positive regard, helping them to play well together, share toys and learn about what is acceptable behaviour. Consistent routines are followed that help children know what happens next at any point in the day. The childminder provides a highly inviting, welcoming and stimulating learning environment in which children feel exceptionally secure and confident to express themselves. They benefit from an extensive range of age- appropriate toys and resources, to support all areas of their learning and development. Toys are stored well, so that children can choose what they want to play with. Children learn how to keep themselves safe through regular routines, including when the childminder talks to them about fire safety. Older children readily follow the emergency evacuation drill and younger ones follow their lead. As a result, children learn how to keep

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

The childminder actively contributes to children's understanding of the importance of good hygiene. Her nappy changing routines are highly effective in minimising the risks of cross- infection and younger children use anti-bacterial gel for their hands following nappy changing. This effectively supports their developing awareness of good hygiene routines. Children are provided with meals and snacks that are healthy, balanced and nutritious. Children are given choices about what they would like to eat. For example, at this inspection children were given the choice of bread or wraps and a choice of cheese, ham or tuna for a filling. Children enjoy helping to prepare their meals and use knives carefully. The childminder supports their understanding of handling knives safely and talks to children about why they must not touch the blade. The childminder places a high priority on outdoor play and fresh air and children have daily opportunities to be outdoors.

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provision

The childminder has a good awareness of the signs and symptoms of abuse, to enable her to recognise when children are at risk. She has completed necessary training in child protection, including the senior lead practitioner training course, to ensure that she knows how to report concerns, in line with Local Safeguarding Children Board guidelines. This ensures that the correct processes are followed to protect children. Children are never left unsupervised and household members have completed suitability checks. Children play safely because the childminder carries out risk assessments to identify hazards and she takes necessary steps to limit risks. Risk assessments are also carried out for outings, to ensure that children are kept safe when using community facilities.

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provision

The childminder is committed to continuous improvement and has recently been awarded Early Years Teacher Status. In addition, she regularly attends relevant training courses and workshops, to ensure that she is aware of latest guidance and practices. The childminder implements these, in order to provide a very good quality of care and learning for all children. She has addressed the recommendations set at the last inspection to a good standard. For example, she has embedded how she uses written records of children's learning in order to accurately monitor and identify their next steps. As a result, the educational programme meets children's needs well and they make good progress in their learning and development. The childminder shows a clear drive for improvement, to support children's achievements. She reflects on the childminding service that she offers and accurately identifies her strengths and areas for improvement. The childminder seeks the views of parents through

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provision

regular discussion and written questionnaires. Parents' comments, recorded in written testimonials, demonstrate the exceptionally friendly and trusting relationships that she has with them. Parents report that they are very impressed by the childminder's professionalism, warmth and care and feel lucky to have found her. They appreciate that she is consistent in her approach and that the children are her priority. Parents like the range of activities that the childminder provides, in a secure and homely space. Mostly, they appreciate that the childminder is loving, caring and that their children are exceptionally happy in her care. Children look forward to a day when they go to the childminder's home. The childminder ensures a good level of communication with parents, keeping them fully informed through verbal communication, daily diaries, letters and regular newsletters. The childminder has also established strong partnerships with others

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provision

who provide care and learning for the children. This effective, two-way flow of information ensures that any concerns about a child's well-being, learning or development can be quickly identified and managed.

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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 EY378143 Local authority Norfolk Inspection number 858469 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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