Childminder in Norfolk

Inspection date

Previous inspection date 11 March 2016 8 November 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder uses a variety of techniques to support children to make good progress in their communication and language from their starting points, both in their first language and in English.  The childminder has improved his knowledge of issues relating to safeguarding children since his last inspection. He now has a clear awareness of how to identify possible signs of abuse and knows what action to follow if he has concerns about a child in his care.  Parents value the contribution made by the childminder to their children's well-being and development. They regularly add to their child's records of learning. The childminder uses a variety of successful methods to share with parents what children are learning.  The childminder builds a close bond with the children in his care. Boys particularly enjoy spending time with the childminder. Their physical skills develop well as they engage in physical play, such as ball games, when outside.

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This provision is good

 The childminder takes responsibility for ensuring safety and security of the childcare environment. The childminder ensures that thorough risk assessments are regularly conducted to prevent children from being exposed to hazards in all areas of the environment.

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It is not yet outstanding because:

 Together with his co-childminder, the childminder monitors the progress that individual children make. However, these assessments are not yet sharply focused enough to analyse the progress of the different groups of children cared for in the setting.  The childminder's plans for his own professional development are not always aimed specifically enough at the emerging needs of the children he cares for to allow him to raise the quality of teaching to an even higher level.

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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

 focus professional development even more specifically, to further enhance knowledge and skills to raise the quality good teaching to an even higher level  establish systems to monitor the progress made by the different groups of children cared for, in order to be able to target teaching even more specifically.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke to a small number of parents during the inspection and took account of their views.  The inspector checked evidence of the suitability of all household members and the qualifications of the childminder.  The inspector completed a joint observation with the childminder.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector viewed a selection of documentation, including policies and procedures and records of children's learning.

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Effectiveness of the leadership and management is good

The childminder works closely with his co-childminder and her assistant to provide an inviting and stimulating environment for children. He is very well organised in his record- keeping. The childminder regularly reflects on what he provides for children. He makes appropriate plans for improvement, such as planning to keep chickens in the outdoor play area to promote children's learning, following on from their interest in a neighbours' chicken. The arrangements for safeguarding are effective. The childminder has completed training to develop his knowledge of how to keep children safe. There is scope for the childminder to further develop the quality of his already good teaching through well- targeted professional development.

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Quality of teaching, learning and assessment is good

Since his last inspection, the childminder has, together with his co-childminder made improvements to the assessment and planning for children's learning. The childminder works with his co-childminder to plan for next steps in children's learning. Effective systems are in place to share information with parents about their children's learning, including using online methods, sharing written assessments and having daily discussions with parents. The childminder helps children to enjoy their learning. He encourages children to develop a keen interest in the world around them as they explore natural features of the outdoor environment. While children are playing in compost the childminder finds some worms to show the children which they then carefully examine. They are taught the words in their first language as well as in English promoting their developing vocabularies. Children confidently speak in both their first language and in

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Personal development, behaviour and welfare are good

The childminder ensures that children are happy in his care. He supports them during play-based activities as he sits alongside them and pays them individual attention encouraging their engagement. Children are enthusiastic to learn. They chat freely to the childminder. Clear boundaries and rules support children to know what is expected of them so that they behave well. All of the adults caring for children are good role models. Children settle well with the childminder and look forward to spending time in the setting. Children's individual needs are well met as they have the opportunity to rest in a cosy area after lunch. Those who do not wish to sleep are able to return to play, while those who need rest do so undisturbed. The childminder ensures that the health and safety policies that he and his co-childminder have are adhered to.

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Outcomes for children are good

Children who all speak English as an additional language are supported to make at least good progress over time from their starting points. Children learn to play together cooperatively. They develop their self-care skills and learn to take responsibility for their own belongings, helping to prepare them well for the next stage in their learning, including school. Extra support is put in place for children who may be slower to pick up key skills, for example, in their speech and language.

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Setting details

Unique reference number EY433271 Local authority Norfolk Inspection number 1037046 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 15

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Name of provider

Date of previous inspection 8 November 2012

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Telephone number

The childminder was registered in 2011 and lives in Kings Lynn, Norfolk. He operates all year round from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who speak English as an additional language. He works together with his co-childminder and her assistant.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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