Metcalf Katrina Marie

Inspection date

Previous inspection date 30 April 2015 5 November 2008

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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

 The childminder has established strong partnerships with parents. She regularly shares information about children's learning in the setting, which helps them to support their learning at home.  Children build close and friendly relationships with the childminder. Therefore, they are happy and secure in her care. They happily sit side-by-side as they share a story, demonstrating kindness and respect for each other.  The childminder recognises the individual needs of all children in the setting. She sensitively encourages them to participate in activities. This helps to develop children's confidence in readiness for when they start school.  The childminder's checking of children's progress and abilities is effective. This ensures all children make good progress, including those where additional support is needed.  The childminder has a good knowledge of safeguarding procedures. She ensures only suitable people come into contact with children. She has a thorough knowledge of child

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This provision is good

protection procedures. This means children are kept safe from harm.

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It is not yet outstanding because:

 The childminder does not always encourage and provide opportunities for children to think critically for themselves, in order to test their ideas or express themselves during their play and learning.  Children do not always get the opportunity to finish exploring their own ideas as sometimes, the childminder interrupts play to accommodate routines before activities have come to a natural end.

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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

 maximise opportunities for children to explore their own ideas and pursue their own learning by giving them time to engage in play that is uninterrupted, in order to complete activities to their satisfaction and consolidate learning  enrich children's learning further by consistently helping them to make links between ideas and develop strategies for doing things, for example, by building on what they already know and extending the use of effective questioning.

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Inspection activities

 The inspector toured the premises used for childminding.  The inspector carried out an evaluation of an activity with the childminder. The inspector observed activities in the rooms where children play.  The inspector took account of the written views of parents.  The inspector looked at a variety of documentation, such as activity planning, children's records, policies, accident and medication records.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at the childminder's self-evaluation form and checked evidence of the suitability of the childminder and household members.

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who attend. This is good

The childminder provides children with opportunities to develop across all areas of learning. She knows the children extremely well as she carries out regular observations of them. These help her to plan for their next steps in learning. As a result, children experience a wide range of activities, which are interesting, challenging and appropriate for their stage of development. However, the childminder does not always allow children time to finish their exploration during free play. For example, when playing with cups in the water, the childminder interrupts their learning before children are ready. This means children are not always able to follow their ideas through. The childminder is enthusiastic in her approach to supporting children's learning. This helps children to be motivated to learn. Children actively engage in a story as they ask questions and point to pictures. Sometimes, the childminder misses opportunities to extend children's learning further

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who attend. This is good

through the skilful use of questions. For example, asking children why characters in the story are happy or sad, to further support their emotional development.

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good

The childminder effectively supports children's well-being as she gives children choices and encourages them to participate in activities. For example, young children choose resources to play with in the water and access them independently. Children are supported in developing healthy practices, such as eating a healthy diet and adopting good hygiene procedures. The childminder reassures children during care routines by sensitively talking to them and sharing stories. She is sensitive to the individual needs of all children. The childminder plans effectively to support them in developing their confidence and self-esteem. Children who are reluctant to join in activities are sensitively encouraged and praised for their efforts. The childminder is a good role model as she joins in activities, displaying warmth and care. Consequently, children learn to play alongside one another, showing care for each other and for the resources around them.

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provision is good

The childminder has a good understanding of the legal requirements of the Early Years Foundation Stage. She has developed a set of policies and procedures to support practice and keep children safe. These are reviewed regularly and shared with parents. The premises are checked daily to ensure they are safe and suitable for children. The childminder evaluates her practice as she strives for improvement. Her action plan is updated frequently, as she sets realistic and achievable goals, in order to improve outcomes for children. The childminder attends relevant training to keep her updated with changes and support the needs of the children. For example, she recently attended training to support children's behaviour. The childminder meets regularly with other childminders to discuss and share good practice. This also gives children the opportunity to learn in new environments and socialise with larger groups as preparation for their

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Setting details

Unique reference number EY296726 Local authority Norfolk Inspection number 986164 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 5 November 2008

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Telephone number

The childminder was registered in 2004 and lives in Wymondham. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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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