Childminder in Norfolk

Inspection date

Previous inspection date 24 November 2016 28 January 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 offers a warm and nurturing environment, which is planned effectively to support children's changing interests. Children are happy and settled in the home- from-home provision.  The childminder engages and motivates children in a wide range of opportunities. She is skilful in encouraging and maintaining children's attention and focus and gives them good quality opportunities to learn.  The childminder gives children close support and attention. She is very responsive to their needs which helps children to build a secure bond with her. Younger children quickly settle and are confident in their surroundings.  Children have a healthy lifestyle and experience regular outdoor play. The childminder's garden is interesting and stimulating for children. It provides them with opportunities for adventure and exploration of the natural environment.  Children are busy and engage well in what the childminder offers them. They are keen

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This provision is good

to join in and eager to learn. They are confident to express their opinions and to discuss what they know to embed their learning.

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It is not yet outstanding because:

 The childminder does not make the most of using ongoing professional development opportunities to help her to raise the quality of teaching to the highest level.  The childminder does not robustly check on children's ongoing progress in all areas of learning to help her to swiftly identify any gaps in children's learning.

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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

 focus professional development opportunities on strengthening the quality of teaching to the highest levels  strengthen the monitoring of children's ongoing progress so that any emerging patterns in children's development can be identified and addressed at the earliest opportunity.

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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 and children at appropriate times during the inspection. She also spoke to parents and took account of their views in written testimonials.  The inspector checked evidence of the suitability of the childminder and other household members, and the childminder's qualifications.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder can recognise the signs and symptoms of abuse and neglect. She has a clear understanding of how to report her concerns about children's welfare. The childminder has a robust set of policies to underpin her practice. These are regularly reviewed and shared with parents to inform them as to how the setting is run. Parents comment positively about the childminder. They value her nurturing approach and the support she gives to children. The childminder reflects on her practice to identify where she can make ongoing improvements. She values strong communication with parents and continually looks at ways to enhance this further, such as by developing parent newsletters. Children learn about community life and the wider world. The childminder takes children on outings to the zoo and the park to enhance their experiences. Children confidently talk about the different countries they have visited and

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Effectiveness of the leadership and management is good

pinpoint them on a map which the childminder displays.

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Quality of teaching, learning and assessment is good

The childminder makes assessments of what children know and can do and uses this information to plan for children's learning. She shares what she knows about the children with parents and they regularly exchange information with each other. She provides a wide range of resources for children to choose from. They learn how to operate simple equipment by pressing buttons to switch toys on and off. Children complete a puzzle and name the different forms of transport they see on it. They relate these back to real-life experiences they have of various vehicles. They confidently talk with the childminder about their experiences at home. Younger children communicate well with the childminder through gesture and simple words. She responds well to their efforts to communicate. Younger children enjoy dressing up and the childminder provides additional role play materials to enhance their experiences, such as a mirror and some jewellery.

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Personal development, behaviour and welfare are good

Children learn how to identify and manage risk. For example, they help to tidy away toys so that they can make a safe area for dancing. The childminder praises children for their achievements which contributes to their confidence and sense of self-esteem. Children build secure friendships with their peers. They behave well and enjoy playing alongside each other. They show concern when others are upset and help them to overcome their difficulties. For example, they help to find a special toy that a child has lost. Children are given choices throughout the day and the childminder responds well to the choices they make. This helps children to feel valued and be confident. Children develop healthy eating habits as the childminder provides well-balanced and nutritious food for snack. They become independent and help to prepare their own snack, and get dressed to go outside.

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Outcomes for children are good

Children progress well. Younger children are effective communicators and are confident to express their choices and needs. Older children are imaginative and enthusiastic learners. Children develop good social skills as they interact with their peers and adults. This helps them to acquire skills they need for the next stage in their learning, such as school.

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Setting details

Unique reference number EY394214 Local authority Norfolk Inspection number 1065378 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 6 Number of children on roll 20

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Name of registered person

Date of previous inspection 28 January 2013

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Telephone number

The childminder was registered in 2009 and lives in Pulham Market. She operates all year round from 7.30am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. 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

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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