Celinskis, Anatolijs

Inspection date

Previous inspection date 22 April 2015 Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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

 The childminder fully recognises the importance of working in partnership with parents and carers. There is regular communication between the childminder, parents and other settings that children also attend. This ensures that everyone is knowledgeable about how to meet individual children's needs.  Children follow good hygiene routines. They enjoy healthy snacks and meals and have daily opportunities for exercise and fresh air in the outdoor area, which promotes their good health.  The childminder, co-childminder and assistant are deployed well to support children to be active learners. They have good teaching skills and interact well with the children to support their learning and development. As a result, children make good progress towards the early learning goals and are well prepared with the necessary skills for school.  Children feel safe and secure in the childminder's care as he provides a warm and

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This provision is good

welcoming environment, where they have consistent boundaries and familiar routines.  Safeguarding arrangements are good. The childminder, co-childminder and assistant understand their role in protecting children from harm. They are aware of what to do should they have a concern about children's welfare. Robust policies and procedures are implemented. Appropriate checks are undertaken to ensure that all those working with the children are suitable for their role.

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It is not yet outstanding because:

 The childminder does not consistently use every opportunity to extend children's learning further.  The childminder's professional development programme is not yet focused enough on a more varied range of training. So that he can broaden his skills and knowledge and further enhance the quality of teaching and learning.

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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, enhance children's knowledge of number and colour during everyday routines, such as snack time  enhance the quality of teaching and learning further by reviewing professional development plans, so that training is more sharply focused and targeted on broadening knowledge and skills.

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Inspection activities

 The inspector observed activities in the playrooms and the two outdoor areas.  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 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

Children have free access to a wide range of toys and resources. This helps them to develop independence as they make their own choices of what they want to play with and when. The childminder gets down to the children's level and interacts well with them to extend their communication and language skills. He talks to children in their home language as well as English. This means that they experience and learn different languages and respect and value each other's similarities and differences. The childminder supports children well so that they make good progress and develop knowledge and skills in readiness for school. For example, he encourages children to name colours as they make caterpillar pictures and supports them to write their own names on their artwork. Children are encouraged to put on their own coats and shoes and use the toilet independently. However, the childminder does not consistently extend children's learning

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who attend. This is good

during everyday routines. For example, he does not encourage children to help make their own lunch or count the pieces of fruit and vegetables on their plate.

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good

The childminder knows the children in his care well. He works closely with his wife who is also a registered childminder and shares the care of the children equally. An effective key- person system has been implemented in the setting. This helps children form warm and secure attachments, promoting their well-being and ensuring they feel happy and safe. The childminder acts as a positive role model and children enjoy spending time with him. He uses constant praise and encouragement throughout activities and promotes respectful behaviour. Consequently, children behave well. The childminder promotes the safety of the children in his care. He completes daily checks before the children arrive and risk assessments of the setting and any outings are thorough. Children understand the importance of clearing away some of the toys after they have used them. This ensures that any hazards are minimised and helps to keep children safe.

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provision is good

The childminder regularly observes children, accurately assesses their progress and identifies their next steps in learning. He talks to parents on a daily basis to share information about their children's day. The childminder provides parents with records of their children's learning, and discusses their children's progress. The childminder and co- childminder are committed to providing children with good quality care and education. They regularly evaluate their practice and monitor the practice of their assistant through regular, informal discussions and more formal supervision meetings. The childminder seeks the views of parents and children, on the service he provides. This enables him to make positive changes and to develop and improve his good practice further. Parents comments, received during the inspection, are very positive about the setting. The childminder attends mandatory training, such as first aid and child protection. However,

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provision is good

he does not consistently broaden the range of training to extend his knowledge further.

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Setting details

Unique reference number EY459094 Local authority Norfolk Inspection number 927428 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 Not applicable

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Telephone number

The childminder registered in 2013 and lives on the outskirts of King's Lynn, Norfolk. He works with his wife, who is also a registered childminder and their daughter as their assistant. The childminder supports children who speak English as an additional language. The childminder operates all year round from 5am to 7pm, Monday to Friday, except bank holidays and family holidays. He 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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