Childminder in Norfolk

Inspection date

Previous inspection date 20 September 2016 26 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 is committed to her ongoing professional development. She sources a wide range of information to support her role and shares her new knowledge with her assistant and parents. She puts her new ideas into practice, which has a positive effect on the quality of provision and children's learning opportunities.  The childminder's partnership working with parents is extremely effective in supporting children's learning in the setting and at home. Parents are fully involved and work closely with the childminder to jointly promote children's ongoing development.  The childminder builds extremely effective partnerships with other settings that children attend. They exchange important information about children's experiences to enhance assessments of what children know and can do. This also helps to provide consistency in what is planned to promote children's ongoing learning.  Children build very secure relationships with the childminder and her assistant who are

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This provision is good

highly responsive to children's needs. They show a genuine interest in children's lives beyond the setting and children enjoy sharing their experiences with them.  Children behave very well. They are fully familiar with the setting's routines and learn to value and respect others. The childminder and her assistant are very good role models to children as they are calm, kind and friendly.  Children are enthusiastic and motivated to learn. They make consistently good progress in their learning and some children make progress beyond that expected for their age.

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It is not yet outstanding because:

 The childminder does not always give younger children time to practise their speaking skills. Sometimes, she asks questions and does not give children time to formulate their words and respond.

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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 an even greater focus on helping the younger children to develop their early speaking skills to help them to make rapid progress in their communication and language development.

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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 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, her assistant 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, her assistant and other household members, and the childminder's qualifications.

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Effectiveness of the leadership and management is good

The childminder effectively evaluates the quality of her provision, including the work of her assistant, and implements new ways of working to improve what she offers. She consults with parents and children to gain their views and to ensure provision meets the needs of all those who attend. The childminder uses children's ideas and suggestions, such as to have an ice cream shop outdoors. This promotes children's imaginative play and helps them to feel valued and be confident that their views are important. Children's progress is accurately monitored to ensure they continue to progress well and that teaching is accurately tailored to their stage of development. The arrangements for safeguarding are effective. The childminder has robust policies in place to keep children safe and has taken additional training to expand her knowledge of safeguarding issues.

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Quality of teaching, learning and assessment is good

The childminder and her assistant play alongside children and join in with their ideas as they investigate and explore together. Older children develop their critical-thinking skills as they respond well to the childminder's questions. Children follow the childminder's suggestions as they find new ways to extend their own thought processes and solve problems. Children's mathematical skills are enhanced as the childminder's assistant introduces counting, investigating size and sequencing during children's self-chosen activities. Each activity is carefully planned to ensure it provides a meaningful and challenging learning experience for all children. During a small-world activity, older children learn about people who can help, and road signs and safety. Younger children play alongside others and develop an awareness of simple number. They also begin to build up a wider range of vocabulary.

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Personal development, behaviour and welfare are good

Children learn how to maintain a healthy lifestyle. They understand the importance of good personal hygiene and know they must wash their hands before eating. Children benefit from a healthy and well-balanced diet. They extend their knowledge of healthy eating further and grow vegetables in the childminder's garden. Children have regular outdoor play to promote their physical well-being. The childminder and her assistant praise children often for their efforts. This promotes the development of children's self- esteem and helps to build their confidence to try new tasks. Children are encouraged to be independent. Older children capably put on their shoes while younger children try hard to learn this new skill. When they run into difficulty they are confident to seek support from the childminder. Children develop good social skills as they learn to share resources and patiently wait for their turn. They listen to each other's news, and look at photographs

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Personal development, behaviour and welfare are good

and objects brought in from home to learn about children's lives beyond the setting.

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Outcomes for children are good

Children are active and motivated learners. They explore, investigate and are willing to have a go to test out what they know, and develop new skills. They listen well and show good levels of understanding and cooperation. This prepares children well for the challenges in the next stage in their learning, such as school.

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Setting details

Unique reference number EY446965 Local authority Norfolk Inspection number 1060229 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 12 Number of children on roll 14

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Name of registered person

Date of previous inspection 26 November 2012

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Telephone number

The childminder was registered in 2012 and lives in Norfolk. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She works with her husband, who is also her assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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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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