Childminder in Norfolk

Inspection date

Previous inspection date 01/12/2014 27/04/2011

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder demonstrates an excellent knowledge of how children learn, and provides a rich, varied and imaginative educational programme. Assessments are accurate, precise to children's individual needs and used very effectively to plan for children's next steps in their learning.  Children play and learn in a highly stimulating, child-focused environment where they are encouraged to make impressive strides in their learning. The plentiful resources, high-quality teaching and relaxed atmosphere are central to the excellent progress children make.  Extremely positive relationships have been formed with all parents, which strongly contribute to meeting children's individual needs at a high level.  The childminder has a very secure understanding of safeguarding and her role and responsibility to protect the welfare of children in her care.  The childminder is very proactive and shows an extremely strong commitment to

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This provision is outstanding

continuing her professional development through well targeted areas for improvement and ongoing training.

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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 taking place in the childminder's home.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies, the childminder's planning and assessment files, self-evaluation documents and a range of other documentation.

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Inspection activities

 The inspector checked evidence of suitability for the childminder and other adults living at the premises.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two adult children in a house in Tilney St. Lawrence, near King's Lynn, Norfolk. The whole of the ground floor and the rear garden are used for childminding. The family has two cats as pets. The childminder keeps horses in a paddock behind her home. The childminder visits a local farm and parks on a regular basis. She collects children from the local school. There are currently seven children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She 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:

 enhance further the already stimulating indoor learning environment, through increasing children's access to real-life and natural resources in play.

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who attend

Children make excellent progress in their learning and development due to the fantastic support and teaching provided by the childminder. Children in her care are highly respected as individuals and she demonstrates a secure knowledge and understanding of children's learning needs. Activities capture children's interest and the childminder makes excellent use of her home, garden and local area to further enhance their learning. She provides a highly positive learning environment, within which, she very successfully motivates children to learn. This prepares children exceptionally well for their future learning. Exceptionally well thought out learning opportunities excite and enthuse children. For example, during farm role play, children are curious when they each receive a letter from the farmer with instructions to follow. Children become detectives to find the two missing goats and look for the real hay to feed the horses. The childminder successfully

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who attend

incorporates other areas of learning, as children relate the activity to their weekly visits to a local farm park, the animals they see there and the sounds they make.

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who attend

The childminder shows particular skill in encouraging children to speak and communicate, as she consistently talks to them, models clear language and listens attentively to what they say. New words are regularly introduced to children's vocabulary, such as branch and twig, when exploring different elements of both real and artificial trees. This prompts a discussion about the things trees need to grow and the childminder supports children to think about the sunflowers they grew in the garden. Children are able to recall that the trees need sun and water, and are praised for remembering these facts. Children use all of their senses as they rub, touch and smell the bark and pine cones. Early mathematical skills are supported, as children compare the different sizes of the cones in the tray. The childminder follows the activity with the opportunity for children to decorate their own tree, using paints and stampers. Children choose their own colours, proudly linking the

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who attend

colour green to the grass. Furthermore, the childminder effectively teaches the linking of sounds to letters, when children make really good attempts to write their name on their finished work. Activities such as this, help children successfully to make links in their learning. The learning environment is extremely rich in print, which helps children to understand that written words carry meaning. Songs and stories are delivered with enthusiasm and appropriate questioning and discussions about the pictures, effectively supports children's critical thinking skills. Children are able to effectively gain an understanding of diversity and an appreciation of other people subtly through their play, discussions with the childminder and the variety of resources provided.

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who attend

The childminder is highly skilled in observing and assessing children's progress, through both spontaneous and planned observations. She demonstrates a very secure understanding of each child's ability and stage of development, which enables her to offer them appropriate challenges. She targets these challenges extremely well to build on their natural curiosity, imagination and preferred way of learning. This ensures individual educational plans are extremely accurate and precise. A comprehensive account of children's time at the setting is shared with parents on an ongoing basis, through detailed daily diaries and Wow books. Furthermore, photographs and items of children's work are displayed under each area of learning in the playrooms. This gives parents a thorough insight into the different activities children participate in and where and how they support their children's learning. The childminder values the information parents share with her

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who attend

about their children and effectively uses it to strengthen her assessment procedures.

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

Secure, trusting relationships have formed with all children and their families. The childminder shows true affection for children in her care, and as a result, warm and loving bonds have developed. They seek her out willingly for assistance in activities and interact positively in conversations. The childminder places a high priority on inclusive practice and works hard to ensure children feel respected and valued. Children move freely between rooms and select toys and activities from the extensive range available. Children show excellent familiarity with the structure and routines of the day that establish expectations and ensure that their readiness for school is fully implemented. The childminder speaks extensively about all children in her care and shows a deep appreciation for their different backgrounds. Tailored settling-in sessions to the individual child are decided in partnership with parents. The childminder gains detailed information about children's specific needs

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

through in-depth conversations and this helps her to become familiar with their individual personalities. This also enables her to relate easily to children and develop highly positive partnerships with their parents. Parents are very well informed about all aspects of the childminder's provision, for example, they are given a copy of all policies, which they sign to indicate they have read and understood. The childminder has a long, established relationship with the local pre-school and shares information about children who attend both settings through a daily diary.

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

Children behave exceptionally well. Rules and boundaries are in place so that children learn to gain respect for the childminder, her home and each other. Children understand the importance of taking turns and sharing resources during activities and do so willingly. Children are actively and consistently praised by the childminder for their efforts and achievements, and as a result, their confidence and self-esteem is carefully fostered. Children are encouraged to take risks in their environment and think about their own safety and that of others as they play. For example, children use real knives to slice their banana at snack time. The childminder gently encourages children to use their other hand to stop the banana from moving and the knife slipping. Children act very responsibly when using the knife and are supervised well, while still retaining their independence in the activity.

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

Children's health, safety and welfare are extremely well promoted. Snack and meal times enable children to share a relaxed, social experience with each other and the childminder. Children eat a superb range of healthy and nutritious snacks, which parents are informed of in a weekly menu planner. Children engage in activities which support their understanding of where foods come from and regularly plant and grow their own fruit and vegetables in the garden. These are then included in the children's meals. The childminder gently guides and supports children's understanding of maintaining their own personal care, such as hand washing before eating and they access tissues in the playrooms to blow their own noses. Children have plenty of fresh air and daylight as they play outdoors, take walks in the local vicinity and help the childminder feed her horses in the paddock. Outdoor play is incorporated very well into daily routines and children regularly visit local

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

parks to further challenge their physical development.

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provision

The childminder has an extremely secure understanding of the safeguarding and welfare requirements and has an informative range of policies and procedures in place to support children's well-being. She is fully aware of the procedures to follow in the event of a child protection concern and attends regular training to update her knowledge. Suitability checks are carried out on adults within the home, a record of visitors is kept and children are never left alone with people who are not vetted. Children are cared for in very secure, well-maintained and organised premises where the childminder is fully alert to any hazards and takes all measures to ensure their safety. Rigorous risk assessments are in place, including ones for outings. This successfully focuses the attention of the childminder to ensure risks are minimised, through consistent monitoring. Furthermore, the childminder follows an emergency plan in the event of an accident. This ensures she is able to

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provision

approach any accidents or incidents calmly and fully prepared.

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provision

The childminder attends regular training to enhance the already high quality care and education she provides. She evaluates all training she attends and swiftly translates new learning into improved practice and teaching. She has recently attended training in supporting best practice with two-year-olds. This discusses the use of more natural resources in play to enhance children's learning. Training such as this, enables the childminder to feel enthused and inspired. She is now considering how she can take this knowledge and further embed this practice into her indoor learning environment. A consistent, ongoing system of self-reflection is effectively implemented to ensure that areas for improvement are always identified and addressed quickly to improve her services for children and their families. Parent's feedback is valued and used constructively when evaluating her practice. The childminder demonstrates a robust understanding of her

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provision

responsibilities in meeting the learning and development requirements. Very effective systems are in place for assessing and monitoring children's learning. The childminder uses appropriate guidance to plan precise next steps, which provide superb challenge in children's learning to meet their individual needs and ensure they make excellent progress.

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provision

Partnership working with parents is securely embedded within the childminder's practice. The childminder takes a holistic approach to ensuring that she meets each child's specific needs. Parents recognise the excellent progress children make due to the individualised attention they receive and the childminder's precise targets for development, which are shared with them. They are kept extremely well informed and are provided with comprehensive daily information on children's progress. The childminder is aware of how to access help from wider professionals if she needs to provide children with additional support. She works very closely with children's parents, other settings and schools to promote their rapid learning and development.

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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 EY307095 Local authority Norfolk Inspection number 861916 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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