Childminder EY426883

Inspection date

Previous inspection date 11 November 2016 10 July 2013

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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 provides a well-resourced environment. She has a good understanding of how children learn through play. She interacts well with the children to support their learning and development. All children make good progress in their learning.  Children are happy, settled and demonstrate that they feel safe and secure in the childminder's care. The childminder gets to know the children in her care well. She forms close, caring bonds with them and is very responsive to their individual needs. This has a positive effect on their emotional well-being.  Children follow good hygiene routines and enjoy healthy snacks and nutritious meals. They have daily opportunities for exercise and fresh air to develop their physical skills. This helps to promote their good health. For example, the childminder often plans trips to the park after collecting children from school.  The childminder organises her home efficiently to ensure that children can access the

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This provision is good

areas and resources safely. She completes thorough risk assessments and daily checks of the premises to ensure it is safe and suitable for children.

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It is not yet outstanding because:

 The childminder does not robustly check the progress children make to secure the best possible outcomes for them.  The childminder does not gather enough detailed information from parents about children's capabilities at home when they first start at her 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

 strengthen the checking of children's progress to further enhance planning for their future learning, so they have opportunities to make rapid progress  work more closely with parents when children first start at the setting to gather more detailed information about what they can already do.

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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 held discussions with the childminder at appropriate times throughout the inspection and carried out a focused observation.  The inspector looked at relevant documentation, such as records of children's learning and development, written risk assessments and a selection of policies and procedures.  The inspector checked evidence of the qualifications of the childminder, her suitability and the suitability of other household members.  The inspector spoke to a small number of parents during the inspection and took account of their views.  The inspector looked at written testimonials from parents and took account of parents' comments from information included in the childminder's own parent survey.

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Effectiveness of the leadership and management is good

The childminder attends training and local support meetings to keep up to date with the latest developments in childcare practices. She regularly reflects on and evaluates her practice to identify ongoing improvements. The childminder reviews activities she plans for the children. She monitors how well these went, so she can plan ways to improve them further. The childminder seeks the views of parents through questionnaires. This enables her to make positive changes and to develop and improve her good practice further. Parents express their thoughts about the care and education provided for their children. They are very positive and comment that they would happily recommend the childminder. Safeguarding is effective. The childminder has a good understanding of safeguarding procedures. She knows what to do should she have any concerns about children's welfare.

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Quality of teaching, learning and assessment is good

The childminder observes children in their play and takes photographs to evidence their learning. She keeps parents well informed about their children's day and provides them with an accurate record of their achievements. Children have free access to a wide range of toys and resources. The childminder gets down to the children's level and joins in with their play experiences. She supports children well in developing their language and communication skills. The childminder skilfully responds to children's vocalisations. She supports children who speak English as an additional language to use their home language as well as English in their play. Children actively participate in planned activities. For example, they enjoy gluing shapes onto a paper plate to make a flower. The childminder provides appropriate support and encouragement. She uses every opportunity to extend children's learning and introduces shapes, colours, letters and numbers.

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Personal development, behaviour and welfare are good

The childminder is a good role model and provides clear guidance for children about what is acceptable behaviour. She gives constant praise and encouragement during activities. This enables children to develop their sense of self-esteem. The childminder supports children to attend to their own personal care needs. Children develop a practical sense of responsibility as they help the childminder to tidy away toys. The childminder ensures that children receive a wide variety of experiences. She plans regular trips out and attends local groups with the children. This helps to promote children's confidence as they learn to mix with other adults and children. The childminder supports children to be emotionally prepared for the next stage in their learning. Children become familiar with other settings, for example, when they accompany the childminder to collect older children from school.

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Outcomes for children are good

Children gain many skills that they need in preparation for the next stage in their learning, such as nursery or starting school. They develop their independence as they explore at their own pace and select the resources they wish to play with. Children learn to share and take turns. They enjoy looking at books independently and with the childminder. Children have many opportunities to develop their early writing skills. All children make good progress in their learning given their starting points and capabilities.

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Setting details

Unique reference number EY426883 Local authority Norfolk Inspection number 1065683 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 10 July 2013

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Telephone number

The childminder was registered in 2011 and lives in Thetford, Norfolk. She operates all year round from 5.30am to 7.30pm, 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 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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