Childminder in Norfolk

Inspection date

Previous inspection date 8 May 2015 11 May 2012

p.1

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 The quality of teaching is good. The childminder has a good understanding of how children learn and develop. Children are motivated to learn as she provides stimulating and fun experiences, which offer challenge to meet their individual needs. Consequently, children make good progress based on their starting points.  The childminder is warm and nurturing. She has a calm and sensitive approach, which benefits children as they learn to manage their feelings and needs. Consequently, children demonstrate they feel safe, secure and enjoy her company.  The childminder is very flexible and ensures settling-in procedures meet each child's individual needs.  Children are safeguarded well. The childminder is confident about the signs and symptoms of abuse and fully understands the procedures to follow should she have any concerns.

p.1

It is not yet outstanding because:

 The childminder does not take into account what parents know about their children's development and abilities when they start.  The childminder's systems for evaluating her practice do not identify how to improve children's achievements from good to outstanding over time using first-rate teaching methods.  Systems are not yet fully embedded to identify the recently appointed assistant's training needs.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 ensure children's starting points are established as soon as possible, for example, by making good use of parental contributions about what their children like and can do at home  embed procedures to support the recently appointed assistant by, for example, identifying training opportunities to support the assistant's continued professional development  build on the already good practice by using self-evaluation even more effectively and being proactive in seeking further ways to develop first-rate teaching practice.

p.2

Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning both inside and outdoors.  The inspector spoke to the childminder and the children at appropriate times during the inspection.  The inspector took account of the written views of parents.  The inspector reviewed the childminder's evidence of the suitability of household members and her assistant.  The inspector reviewed a range of documentation, including children's learning journals, the childminder's training certificates, and a sample of policies and procedures.

p.2

who attend. This is good

The qualified childminder is highly motivated to ensure children enjoy themselves and make good progress in their learning and development. She regularly observes and assesses their progress; this includes completing the progress check between the ages of two and three years. Children are working comfortably within the typical range of development expected for their age. The childminder accurately records children's progress in their learning journey records. However, parents' contributions of what they know about their children are not effectively gathered to identify children's abilities when they start. The childminder gently supports young children's early speech. She talks to them and names toys as they play, such as car, lion and gorilla. Her good knowledge of individual children supports her recognition of their progress. For example, she knows instantly when children say new words. The childminder supports children to take turns

p.3

who attend. This is good

and to share as they play with toy cars on a track. As children try to fit different sized cars onto the track, the childminder effortlessly incorporates appropriate mathematical language, such as narrow and wide. Children, especially, enjoy sharing books with the childminder, who reads enthusiastically to them. Older children begin to write their names. Children acquire good skills to support them in their future education.

p.3

good

The childminder is a good role model who is consistent in her expectations of children's behaviour. Consequently, children develop good self-control and are confident. The childminder supports children to eat healthy foods by providing information to parents, who provide their packed lunches. Children enjoy exploring the outdoor environment where they grow vegetables, such as peas, potatoes, beans and tomatoes. Children begin to learn to manage their safety as the childminder teaches them to play safely on outdoor climbing equipment. Children's intimate care routines are sensitively met. The childminder teaches children why it is important to wash their hands before eating and after playing outside. She supports children when they move to school by talking about what they will do there and accompanying them on visits so that they are familiar with the new environment.

p.3

provision is good

The childminder understands her responsibility to safeguard children. Effective vetting processes ensure her recently appointed assistant is suitable to work with children. However, systems to support and mentor her assistant have not yet had sufficient time to get established. The childminder has effective risk assessments and procedures in place, which ensures children are kept safe in her home and on outings. The childminder is beginning to reflect on, and evaluate, her practice. However, this is not yet fully developed to identify training opportunities which will enhance the quality of teaching and children's good progress further. Feedback from parents is positive. They typically comment on the childminder's flexibility to meet their needs and how much their children enjoy themselves.

p.3

Setting details

Unique reference number EY439259 Local authority Norfolk Inspection number 853984 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 11

p.4

Telephone number

The childminder was registered in 2011. She operates from her home in Great Massingham, Norfolk from 8am to 6pm each week day. She provides free early education to eligible two-, three- and four-year-old children. She holds a professional early years qualification at level 3. The childminder works with an assistant.

p.4

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.

p.4

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.

p.4

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’.

p.5

Telephone number

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

p.5