Childminder EY478512

Inspection date

Previous inspection date 27 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 actively promotes equality and diversity in the setting. She leads a provision which is inclusive to all. She adapts her provision to ensure all children feel valued and included regardless of their ability or background.  The childminder regularly observes children as they play. This helps her to make accurate assessments of what children know and can do. She uses this information to plan opportunities and experiences to promote children's ongoing development.  Children who speak English as an additional language are supported well to develop their language skills. The childminder models and repeats language and regularly introduces new vocabulary. This helps children to achieve a good level of English for when they start school.  Babies form secure bonds with the childminder in the nurturing environment. They gain confidence to explore their surroundings knowing that their needs are fully met.

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This provision is good

 The childminder gives a sharp focus to supporting children's personal, social and emotional development in the setting. Children build strong emotional relationships with the childminder. This helps them to feel safe and secure.  Children progress well in their learning to achieve good levels of development. This helps them to make a successful transition to school. They have opportunities to gain key skills, such as early writing and to develop their knowledge of mathematics.

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It is not yet outstanding because:

 The childminder's system for monitoring the progress children make is not yet robust. It does not clearly or regularly identify children's ongoing progress in learning.  The childminder does not gather in-depth information from parents when children first start to pinpoint their starting points in learning.

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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

 strengthen systems to accurately monitor the progress individual children make, in order to identify gaps in children's learning and swiftly implement any additional support needed  involve parents more closely in contributing to initial assessments of children's learning when they first start at the setting and use the information to develop highly targeted plans to support children's development.

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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 jointly evaluated an activity with the childminder.  The inspector looked at relevant documentation, such as, the childminder's self- evaluation, children's learning and development records and a sample of the childminder's policies and procedures.  The inspector spoke with the childminder and children at appropriate times during the inspection and took account of the written testimonials of parents.  The inspector checked evidence of the suitability of the childminder and other household members and the childminder's qualifications.

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Effectiveness of the leadership and management is good

The childminder is passionate about what she provides for children and is committed to delivering high-quality childcare. She regularly evaluates her provision in order to identify ways to improve. Parents complete questionnaires to help the childminder review her practice. She uses this information to target areas for further development. Parents comment positively about the well organised and professional provision. The arrangements for safeguarding are effective. The childminder is fully aware of the signs and symptoms of abuse and maintains robust information to guide her in secure safeguarding practice. The childminder is well qualified and constantly looks at ways to update her knowledge through training and independent research. The childminder has developed a robust set of policies which underpin her good practice. These are regularly reviewed and shared with parents to keep them fully informed.

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Quality of teaching, learning and assessment is good

The childminder supports children's language development well. She often repeats words to reinforce new vocabulary. Children develop a keen interest in technology. They competently use technical equipment to support their learning. Children play a colour matching game and listen to and repeat words that are sounded out. They begin to identify letters from the alphabet and their sounds. She extends children's learning and teaches them letters from familiar words, which they repeat. The childminder skilfully adapts activities to meet the needs of all children. She carefully plans a growing and planting activity for children of all ages to take part in. She introduces different resources to cater for children's different abilities and interests. The childminder regularly shares information on children's learning with parents to support children's development at home.

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Personal development, behaviour and welfare are good

Children learn the importance of how to keep themselves safe. They listen and respond as the childminder encourages them to sit down when they play with electronic toys to minimise any risk. Children are welcomed and acknowledged by all when they arrive at the setting. This promotes their sense of belonging. On arrival, children quickly settle to an activity and play alongside their friends. The childminder is a good role model. She is polite and responsive to children. This helps children to develop good manners and to be kind and considerate to others. The childminder regularly praises children for their achievements. This supports their self-esteem and gives them confidence to have a go. Children learn to make healthy choices. They are offered nutritious food and drink and benefit from regular outdoor play. Children exercise as they climb and slide on the large play equipment to support their physical well-being.

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Outcomes for children are good

Children are supported well to achieve to their full potential. They develop good social skills as they learn to value and respect others. They are active learners and engage well in learning opportunities. They develop good listening skills and are keen to follow instructions. Children who speak English as an additional language make good progress in their language development, which helps to prepare them for their move to school.

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Setting details

Unique reference number EY478512 Local authority Norfolk Inspection number 977705 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 6 Total number of places 6 Number of children on roll 6

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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 Thetford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works closely alongside a co-childminder. She holds an appropriate childcare qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children. The childminder supports children who speak English as an additional language.

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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

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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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