Childminder in Norfolk

Inspection date

Previous inspection date 11 June 2015 26 January 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

 The experienced and qualified childminder has a good understanding of how the children learn and develop. She is enthusiastic and provides interesting and stimulating experiences which support children's interests. Children are eager to participate and make good progress.  The childminder is friendly, caring and kind. She establishes warm relationships with children from the start. Children are confident and demonstrate they feel safe and secure, seeking out the childminder for comfort and reassurance.  The childminder supports children to become independent. They freely access toys and resources, and learn how to protect themselves from the sun when they are outside.  Arrangements for safeguarding children are strong. The childminder has a thorough understanding of her role and responsibilities to protect children from harm. She ensures the environment is safe and secure by routinely conducting effective risk

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This provision is good

assessments.  The childminder establishes strong partnerships with parents and other professionals. Consequently, children benefit from consistency and continuity with all adults involved in their lives. This significantly contributes to the good progress they make.

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It is not yet outstanding because:

 Occasionally, the childminder does not always make the most of everyday opportunities to extend children's learning to the highest level.  The childminder's professional development is not always focused on identifying training opportunities which are relevant to the needs of children that attend.

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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 teaching further, for example, by extending interactions with children to promote language development, and by using questions to challenge them to think more deeply about their explorations  review professional development plans so that it is more focused on relevant aspects of child development to support children to make rapid progress in their learning and development.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, both inside and outdoors.  The inspector viewed the areas of the childminder's home used for childminding purposes.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents spoken to on the day and from written feedback provided by parents.  The inspector viewed a range of documentation, including children's learning records, evidence of the suitability of household members, the childminder's training records, and a sample of her policies and procedures.

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who attend. This is good

The quality of teaching is good. The childminder skilfully develops activities to promote children's good progress and follow their interests. Young children enjoy exploring different textures in messy play. The childminder supports their communication and language development as she talks about what they are doing and describes the sticky texture. Children are focused and enthusiastic in their investigation. They giggle when they feel the soft snow. The childminder supports early reading and writing skills as she encourages older children to recognise the initial letter in their name. Children enjoy cuddling with the childminder as they share a book together. However, sometimes the childminder misses opportunities to support children's language development and deeper thinking. For example, she does not talk with the children about how colours can change when they mix colours during a painting activity. Nevertheless, children acquire good skills

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who attend. This is good

and attitudes to support their future education. The childminder makes observations of children's learning and regularly assesses their progress. She shares this information effectively with parents, together with ideas of how they can support children's continued development at home.

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good

The childminder is warm and approachable. She ensures settling-in arrangements are flexible to meet individual children's specific needs. She gathers meaningful information from parents when children start to identify their starting points and plan for their next steps in learning. She establishes strong relationships with other providers to support children's emotional well-being at times of change, such as the move to pre-school and school. She teaches children about healthy lifestyles as they enjoy their fruit snacks. Children learn to manage their own risk as the childminder supports them to negotiate a range of play equipment when they play outside. Children talk about the need to shelter from the strong sun at lunchtime, and wear hats and sun block when playing outside. Children behave well because the childminder gives clear, consistent messages about what is acceptable behaviour. She is a good role model and children begin to form friendships.

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provision is good

The childminder is committed to providing a safe and secure environment where children can enjoy themselves and flourish. Assessments of children's progress are timely and accurate. Planning is clearly linked to children's next steps in learning. This demonstrates the childminder's progress and capacity to improve since her last inspection. She shares information with other providers to support children's consistent progress, and to complete the progress check for children between the ages of two and three years. The childminder regularly reviews her practice and is committed to her continued professional development. However, plans for training do not currently consider ways to develop practice to better support the specific needs of children that attend and to maximise their opportunities to achieve at the highest level. Parental feedback is extremely positive.

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Setting details

Unique reference number EY259301 Local authority Norfolk Inspection number 855985 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 26 January 2009

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Telephone number

The childminder was registered in 2003 and lives in a village near Swaffham, Norfolk. The setting operates from 6.30am to 6pm, Monday to Friday all year round, except for bank holidays and family holidays. The childminder holds professional early years qualifications at level 3. 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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