Childminder EY484279

Inspection date

Previous inspection date 19 September 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 knows the children in her care well and offers an informal, relaxed approach to learning. She provides fun, high-quality learning experiences, that reflect children's interests and individual learning needs. All children make good progress and acquire key skills required for the next stage in learning.  The childminder is warm and caring, and provides children with lots of time and attention. She helps them to learn how to interact with other children, such as sharing and turn taking, and this has a positive impact on their friendships.  The childminder is highly focused on ensuring that all children develop their speech and communication skills. Those children who speak English as an additional language are rapidly gaining confidence in using English in their play. The childminder uses her knowledge of other languages to translate what children say. This offers all children a wider language experience.

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This provision is good

 The childminder has developed positive partnerships with parents. She works with them to meet children's individual needs and to ensure that gaps in development are promptly addressed. Parents comment that their children love to attend and that their children have made great progress.  Children's good health and well-being are successfully promoted. They learn good hygiene practices, enjoy healthy snacks and home-cooked meals and participate in a variety of physical activities, including visiting soft-play areas and local parks.

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It is not yet outstanding because:

 Children who prefer to be outdoors do not always have access to rich and stimulating experiences that fully extend all areas of their learning.  The childminder does not focus ongoing professional development opportunities precisely enough on raising the quality of her teaching to the highest 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

 enrich the opportunities for children who enjoy learning outdoors, offering a wider range of experiences to help them to follow their interests  strengthen professional development plans so that they are more focused on achieving and attaining outstanding levels of teaching and practice.

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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 with the childminder and children at appropriate times during the inspection. She evaluated a focused activity with the childminder.  The inspector looked at relevant documentation, including the childminder's self- evaluation, records of children's learning and development and a selection of policies and procedures.  The inspector checked evidence of the suitability of all household members and the qualifications of the childminder.  The inspector took account of the views of parents provided through written testimonials.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder maintains a safe environment and supervises children well. She knows the procedures to follow should she have concerns about any child in her care. Policies and procedures are updated to ensure that they comply with current requirements and underpin the childminder's good practice. The childminder observes and assesses children's learning well, and uses this information to monitor their progress. Communication with parents is strong and detailed information about the children's day, progress and well-being is effectively shared. This ensures that parents are fully involved in their children's learning to support this at home. The childminder evaluates her provision to identify and target areas for improvement.

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Quality of teaching, learning and assessment is good

The childminding setting is very much led by the children. Children become confident and independent learners as they select what they want to play with. The childminder gets down to the children's level and joins in their play with enthusiasm to promote their enjoyment and motivation to learn. She models good language to support children's communication skills, continually talking with children about what they are doing, repeating words and phrases and extending sentences to develop their speech. She skilfully adapts activities to the needs of the children and sensitively encourages children to try new experiences. Children concentrate well as they explore new textures. They handle tools with increasing control as they stir and dig. The childminder introduces mathematical language as they play, comparing the size and height of stacking cups as children build towers. They giggle with delight as the tower topples over and eagerly try

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Quality of teaching, learning and assessment is good

again. Children show their growing confidence in counting and organising things into groups. Early writing skills are promoted well.

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Personal development, behaviour and welfare are good

Children form very close bonds with the childminder. She is warm and affectionate and gives the children her full attention. This helps children to feel emotionally secure, develop confidence and self-assurance. Children receive lots of praise from the childminder and they show great enthusiasm for achieving their goals. There is a strong emphasis on teaching children to value and respect others. The childminder regularly attends community groups with the children. This helps extend their confidence and social skills as they meet with other adults and children. Children also learn about road safety rules when out with the childminder. They enjoy the responsibility of carrying out tasks for themselves to develop their self-care skills.

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Outcomes for children are good

Children make good progress given their starting points and capabilities. The childminder prepares children well for the next stage in their learning, such as starting nursery or school. She ensures that they have the practical skills they need, such as being able to take off their own shoes and put on their coat. They listen and follow simple instructions, communicate their needs and play cooperatively with their friends.

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Setting details

Unique reference number EY484279 Local authority Norfolk Inspection number 1001564 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Great Yarmouth, Norfolk. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She cares for 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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