Childminder in Norfolk

Inspection date

Previous inspection date 22 April 2015 4 November 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children are engaged and happy, and make good progress towards the early learning goals. The childminder has a good understanding of the requirements of the Early Years Foundation Stage, and provides a broad range of well-planned activities. She interacts very well with the children to support their learning and development and helps to prepare them well for school.  Partnerships with parents and carers are very good. The childminder is committed to working together with them to ensure continuity of care and learning for children. Parents are kept well informed both through daily verbal communication and written information.  The childminder has a good understanding of safeguarding procedures. She has attended training to ensure that she can protect children and knows what to do if she has a concern about a child in her care. Appropriate checks are undertaken to ensure that all those working with the children are suitable for their role.

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This provision is good

 The childminder, co-childminder and assistant are committed to providing children with good-quality care and education, and use self-evaluation to reflect on and improve their practice.

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It is not yet outstanding because:

 The childminder does not consistently interact with children during their self-chosen activities, to provide increasing challenges to help them progress towards excellence.  The childminder's lack of continuous professional development means she is not fully optimising her teaching skills.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance the already good progress children make even further, by ensuring that all opportunities to extend children's learning are maximised. For example, encourage children to count objects and identify colours and shapes while they play  enhance teaching and learning through play further by regularly undertaking some continuous professional development and training.

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Inspection activities

 The inspector observed activities in the playrooms and the two outdoor areas.  The inspector conducted a joint observation with the childminder.  The inspector spoke with the childminder and assistant at appropriate times throughout the inspection.  The inspector looked at a range of records, including planning documentation, records of children's learning and development, written risk assessments and a selection of policies.  The inspector checked evidence of suitability of all household members, qualifications of the childminder and assistant, the childminder's self-evaluation form and improvement plan.  The inspector took account of the views of the parents spoken to on the day, and from information included in the childminder's own parent survey.

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who attend. This is good

The childminder provides a welcoming, child friendly environment. She shows a clear understanding of how children learn, and provides them with a good range of planned and freely chosen play experiences, both indoors and outside. Children independently access toys and resources. For example, they select books to look at, enjoy digging in the sand and eagerly water vegetable plants in the garden. However, the childminder does not consistently extend all children's learning to the highest levels during child-led activities. For example, she does not encourage children to identify colours or count objects as they play in the sand. Nevertheless, the childminder plans activities to support children to develop the knowledge and skills ready for school. For example, children eagerly use scissors to cut out shapes and are proud of what they have achieved. The childminder effectively praises children throughout activities, and encourages them to write their own

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who attend. This is good

names on their artwork. The childminder supports the promotion of children's communication and language skills well, including those who speak English as an additional language. As a result, children are motivated, interested and make good progress.

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good

The qualified childminder creatively displays photographs of the children and their artwork around the rooms. This good practice effectively promotes a strong sense of belonging and helps to promote children's confidence and self-esteem. Warm, caring relationships are established between the children and the childminder, helping children to be secure in the setting. Children readily separate from their main carer when they arrive at the childminder's home. The childminder shares the care of the children equally with her husband, who is also a registered childminder. She has implemented an effective key- person system in the setting. This means that children's individual achievements and progress are noted and tracked. Parents also know who they can speak to find out about their children's day. Regular routines provide children with good opportunities to develop self-care skills and learn about healthy practices. For example, children wash their hands

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good

before meals and after using the toilet, and clean their teeth after eating. The childminder effectively meets children's individual needs, as she is well aware of any allergies or special dietary requirements.

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provision is good

The childminder's policies and procedures are robust. Most parents speak English as an additional language. Therefore, the childminder translates policies to their home language to aid effective communication. The childminder monitors and evaluates her setting, and the practice of her assistant through informal discussions and more formal supervision meetings. She holds an appropriate early years qualification at level 2, and attends mandatory training, such as first aid and child protection. However, there is scope for the childminder to enhance her teaching through further training to maximise learning opportunities for children.

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Setting details

Unique reference number EY393400 Local authority Norfolk Inspection number 899432 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 22

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Name of provider

Date of previous inspection 4 November 2009

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Telephone number

The childminder was registered in 2009, and lives on the outskirts of King's Lynn, Norfolk. She works with her husband, who is also a registered childminder and their daughter as an assistant. She holds an appropriate early years qualification at level 2. The childminder operates all year round, from 5am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children who speak English as an additional language. She provides funded early education for two-, three- and four-year-old children.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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