Setting EY481920

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 31 August 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 provider is passionate about childcare and has high expectations for what children can achieve. She carries out ongoing evaluation of her practice to review and identify areas she would like to improve which are addressed promptly.  The provider supports staff well in their ongoing professional development, including to gain a childcare qualification. She works closely with her staff to help them to achieve good quality teaching and in some cases, extremely high-quality teaching.  Partnerships with parents are effective. Staff share important information with parents about children's learning and development. This helps parents to feel fully involved in children's learning and provide continuity in children's learning at home.  Children engage well in a wide range of activities. They demonstrate an eagerness to learn and develop good social skills as they play alongside their peers. Staff skilfully

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This provision is good

adapt activities to ensure children of all ages are included.  Staff are good role models for children and have high expectations of their behaviour. Children learn to consistently use good manners and be kind to their friends. They patiently wait for their turn during activities and learn to share resources.  Children develop a strong sense of self-esteem through the sensitive interactions they have with staff. Staff are responsive to children's needs and are vigilant to ensure they are kept safe.

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It is not yet outstanding because:

 The information gained from monitoring the progress of different groups of children is not used well enough to help children make the best possible progress.  Occasionally, staff do not support children to acquire high levels of independence.

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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 the use of information gained from monitoring the progress of groups of children to more precisely identify how to secure their best possible progress  provide all children with even more opportunities to become highly independent.

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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 completed a joint observation with the provider.  The inspector held a meeting with the provider and deputy manager of the setting. She looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector sampled a range of other documentation, including the learning and development records of children, the setting's policies and procedures and risk assessments.  The inspector spoke to children and a small number of parents during the inspection, and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a secure knowledge of the procedures to follow if they are concerned about children's welfare. Secure policies are in place to keep children safe from harm, such as to ensure children's privacy and confidentiality are assured. The provider is well organised and maintains robust records for recording accidents and administering medication. She ensures all staff have appropriate training to be able to carry out their role effectively and to meet the needs of individual children. The provider has made good links with other professionals to ensure support is quickly sought for those children who have special educational needs or disability. The views of parents are valued in the setting and their suggestions implemented effectively. For example, parents meet all staff prior to children starting at the setting. Parents comment favourably about the setting, that their children are safe and secure, and

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Quality of teaching, learning and assessment is good

Staff demonstrate their sound knowledge of how children learn and develop. They know the children very well and make regular observations of children's achievements. Staff plan effectively to support the children's next steps in learning and are skilful in following children's interests. Children investigate and explore as they roll balls down guttering. Staff ask questions and use positional language to encourage children to think and develop their mathematical knowledge. Children who have special educational needs or disability receive targeted support and their individual progress is monitored closely. Staff promote children's emerging language skills and use simple instructions and description for children to follow, for example, to locate and identify pieces for building a train track. Staff speak clearly and repeat words to reinforce language. This helps children who speak English as an additional language to learn new words quickly to extend their range of

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Personal development, behaviour and welfare are good

Children build secure emotional attachments to staff and enjoy spending time playing alongside them. Children eagerly join in spontaneous games which staff introduce, such as rolling a ball to each other. The game is fully inclusive and accessible for all children who choose to join in. Younger children learn the names of other children in the setting as they call out the name of the person to roll the ball to. Older children learn to value and include others, regardless of ability. Children actively play in the garden and have regular opportunities in the fresh air. Staff talk to children about the need to drink enough water in hot weather and children know they need to wear sun cream so they do not get burnt by the sun. Children eat healthy and nutritious home-made food and choose from healthy options at snack time. Children's special dietary requirements and allergies are fully accommodated within the setting's routines to ensure children's individual needs are met.

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Outcomes for children are good

Children make good progress in their learning and some children make even more rapid progress in relation to their starting points. Children develop good social skills and are effective communicators. They are enthusiastic and engage well in day to day and planned activities. This prepares children well for the next stage in their learning, such as school.

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Setting details

Unique reference number EY481920 Local authority Norfolk Inspection number 1001538 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 14 Total number of places 15 Number of children on roll 50

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reference number

Date of previous inspection Not applicable

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Telephone number

Silly Smiles was registered in 2014. The provider operates as childcare on domestic premises when she works with more than three co-childminders and/or assistants at any one time. The provider is also registered as a childminder at the property. The provider employs 11 members of childcare staff. Of these, 7 hold appropriate early years qualifications at level 3. The setting is open Monday to Sunday, all year round. Sessions are from 6.30am until 7.30pm although occasionally hours are extended to provide overnight care. The setting provides funded early education for two-year-old children. It supports a number of children who speak English as an additional language and those who have special educational needs or disability.

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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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