Childminder in Norfolk

Inspection date

Previous inspection date 12 October 2016 8 March 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 identifies and completes training to help her to improve her knowledge and skills, which directly benefits those children who attend.  The childminder closely monitors children's progress and quickly identifies where there are any concerns with their development. Decisive action is taken to address the concerns and appropriate support is put in place so that children catch up quickly.  The childminder completes accurate and regular assessments of children's learning. She uses the information to plan effectively for their ongoing development and to help them make good progress.  Children are happy and settle quickly in the childminder's care. They build very secure bonds with her and readily seek her out for support and reassurance when needed. Children quickly develop in confidence as they feel safe and secure.  The childminder teaches children to value each other and helps them to develop good

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This provision is good

social skills. They learn to respect the choices others make, such as the toys they choose to play with. They learn to share resources.  Children are inquisitive and enjoy exploring. They are confident to make choices and to have a go at difficult challenges. Children engage well in activities and are active learners. Children are well prepared for the next stage in their learning, such as school.

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It is not yet outstanding because:

 The childminder does not seek the most detailed information about children's achievements to date when they first start at the setting.

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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

 obtain even more detailed information from parents when children first start at the setting to pinpoint their starting points in learning and implement targeted plans for their learning at the earliest opportunity.

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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 her 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 her qualifications.

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Effectiveness of the leadership and management is good

The childminder is passionate about providing high-quality care and education for children. She has high expectations for what all children can achieve and promotes this through their learning and play. She thoroughly evaluates all aspects of her provision both within the setting and beyond it to achieve high standards of practice. The childminder seeks the views of parents, children and other professionals to help her to evaluate practice. She uses this information to achieve ongoing improvements to the provision and her own personal practice. The arrangements for safeguarding are effective. The childminder has a secure understanding of current safeguarding issues and has a robust set of policies to promote children's welfare. She is aware of the procedure to follow if she is concerned that a child is at risk of harm. She teaches children that their views and choices are important and to embrace diversity. Children learn about similarities and differences in the

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Effectiveness of the leadership and management is good

wider world, such as the different languages people speak and the food they eat.

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Quality of teaching, learning and assessment is good

The childminder cares for children who speak English as an additional language. She places high importance on supporting them to reach a good standard of English for when they start school. The childminder leads a language-rich provision. She models language during play and encourages children to learn new vocabulary. This also helps babies in their language development and they begin to repeat the sounds she uses, such as when she sings. The childminder follows children's interests as they play and uses every opportunity to extend their learning. Children choose to play with trains and the childminder introduces pieces of track for them to build with. Together, they carefully join the pieces together. The childminder introduces the names of animals for children to repeat and learn. The childminder shares her assessments of children with their parents. Parents input their ideas for children's next steps in learning.

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Personal development, behaviour and welfare are good

The childminder provides a calm and friendly environment which is well planned to meet children's needs. The childminder gives children close support and offers reassurance to younger children when they need it. The childminder praises children and offers them lots of encouragement, such as when they practise their early walking skills. This promotes their confidence and self-esteem. Children demonstrate pride in their achievements through their facial expressions and vocalisations. Children learn to lead healthy lifestyles. They choose fresh fruit and vegetables from the local market to eat and have regular opportunities to be outdoors. They go to a gardening club in the local community and use large-play equipment at the park to support their physical well-being.

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Outcomes for children are good

Children make good progress in their learning and, sometimes, exceed expected levels of development for their age. They are eager to learn and explore. They use every opportunity to practise their skills. Younger children show high levels of confidence as they choose what they want to do. They engage well in planned activities and show good levels of concentration for their age. This helps to increase their learning potential.

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Setting details

Unique reference number EY391260 Local authority Norfolk Inspection number 1058387 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 8 March 2016

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Telephone number

The childminder was registered in 2009 and lives in Attleborough. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. The childminder provides funded early education for 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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