Childminder in Norfolk

Inspection date

Previous inspection date 12 April 2016 Not applicable

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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 has a good understanding of how children learn. She supports their play and learning well. All children make good progress.  The childminder forms successful partnerships with parents. She keeps them well informed about their children's day. The childminder observes children in their play and takes photographs to evidence their learning. She provides parents with an accurate record of their child's achievements. Parents are encouraged to continue to share what they know about their child.  Children feel happy, safe and secure in the childminder's care. She provides a warm and welcoming environment. The childminder forms close, caring bonds with the children and is responsive to their individual needs. This has a positive effect on their emotional well-being.  The childminder keeps up to date with developments in childcare practices and attends training courses whenever possible, to develop her own skills and to benefit the needs

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This provision is good

of the children. She regularly meets with other childminders to share good practice ideas. This has a positive impact on the learning experiences she offers children.  Children have daily opportunities for exercise and fresh air. This helps to promote their good health and supports their physical well-being. The childminder plans outings so that children have opportunities to discover and learn about the world around them. For example, they visit the railway station and go for walks in the environment.

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It is not yet outstanding because:

 The childminder does not always phrase questions appropriately to further extend children's thinking skills.  The childminder's checking of children's progress is not robust enough to secure the best possible outcomes for all children.

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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

 provide children with more opportunities to develop their thinking skills  strengthen the checking of children's progress to further enhance planning for their future learning, so they have better opportunities to make higher levels of progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector held discussions with the childminder at appropriate times throughout the inspection and carried out a focused observation.  The inspector checked evidence of the suitability of all household members and the qualifications of the childminder.  The inspector looked at relevant documentation, such as the childminder's self- evaluation, records of children's learning and development, written risk assessments and a selection of policies and procedures.  The inspector took account of parents' comments detailed in the records of children's learning and from written testimonials.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of safeguarding procedures. She knows the appropriate action to take if she has any concerns about a child in her care. The childminder's robust policies and procedures reflect current legislation and guidelines. She implements them well to ensure children are protected from harm. The childminder is committed to providing children with good quality care and learning experiences. She regularly reflects on and evaluates her practice to identify ongoing improvements. The childminder reviews activities she plans for the children. She monitors how well they went so she can plan ways to improve them further. Parents express their thoughts about the care and education provided for their children. They are very positive and feel that the childminder is competent, conscientious and trustworthy. Parents would happily recommend the childminder to others.

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Quality of teaching, learning and assessment is good

The childminder gets to know the children in her care well and follows their interests for activities. Children make choices about what they want to do from a wide range of toys and resources that suits their individual stages of development. For example, children creatively build train tracks and towers with wooden blocks. The childminder carefully listens and watches children in their play. She identifies opportunities to involve herself in children's play experiences to build on their learning further. She gets down to the children's level and promotes the development of their speech and language skills well. The childminder sensitively repeats what children have said to her, supporting them to hear the correct pronunciation of words. She adds new words into their vocabulary. The childminder uses every opportunity to extend children's learning by introducing numbers, colours and shapes as they play.

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Personal development, behaviour and welfare are good

The childminder takes time to support new children to settle. She works closely with parents to ensure she meets children's care needs well. The childminder gives constant praise and encouragement throughout activities. This enables children to develop their self-esteem and confidence. The childminder plans trips out and attends local groups with the children. Children develop their social skills as they learn to mix with other adults and children. The childminder supports children well to be emotionally prepared for the next stage in their learning. They become familiar with other settings when they accompany her to collect older children from school. This helps to develop their confidence in new situations. Children understand and follow rules that keep them safe, such as when practising the emergency evacuation drill and learning about road safety.

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Outcomes for children are good

Children gain many skills needed for the next stage in their learning, such as nursery or school. They develop good levels of concentration and learn to share and take turns. Children become more independent and develop personal care skills. They enjoy looking at books with the childminder. All children make good progress in their learning given their starting points and capabilities.

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Setting details

Unique reference number EY479305 Local authority Norfolk Inspection number 980757 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Norwich, Norfolk. She operates all year round from 8am to 6pm on Tuesdays, Thursdays and Fridays, except for bank holidays and family holidays.

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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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