Childminder in Norfolk

Inspection date

Previous inspection date 25 November 2016 24 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

 Children are happy and settled. They have good relationships with the childminder, her assistants and each other. Children are confident and behave well.  Children make good progress. The childminder regularly observes and assesses their play which helps to provide a range of activities and experiences to support the next steps in their learning  The childminder works closely with her assistants. For example, they collect information about children's specific needs which helps them to provide timely support and guidance.  The childminder evaluates her practice effectively. For example, she seeks the views of the assistants, parents and children to help her target areas to develop further and raise outcomes for children.  Children share, take turns and consider each other's feelings and ideas in their play. This helps to support their emotional well-being.  There are effective partnerships with other settings that children attend and local

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This provision is good

schools. They share information regularly to help provide continuity in children's care and learning.

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It is not yet outstanding because:

 The childminder does not provide a wide range of opportunities to help children develop a good understanding of the differences and similarities between themselves and others.

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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

 develop further the range of opportunities for children to extend their knowledge and understanding of the differences and similarities in the wider world.

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Inspection activities

 The inspector observed children in both play rooms.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector took into account the views of the parents.  The inspector reviewed relevant documents including evidence of suitability checks, registers, safeguarding policies and procedures, and children's development records.  The inspector and childminder completed and joint observation and held discussions about the learning which took place and outcomes for children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistants have a good understanding of child protection policies and the steps they would follow should they have any concerns for the welfare of the children. The childminder monitors children's progress regularly. For example, she effectively identifies any gaps in their learning and arranges support to help children catch up. The childminder completes regular self-evaluation and discusses ideas with her assistants regularly to help extend practice to improve and support children's learning further. The childminder provides a range of opportunities for her assistants to develop their skills and knowledge. For example, she models good teaching and encourages them to attend relevant training such as safeguarding.

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Quality of teaching, learning and assessment is good

The childminder knows the children well, which helps her to provide activities and experiences that relate to their interests and stage of development. For example, children create a pretend picnic using play food. They place their food in the toy oven and look for further items which will fit. The childminder introduces relevant mathematical language, such as 'bigger' and 'smaller', which helps to extend children's understanding of mathematical concepts. She shows children how things work, such as how to turn the buttons on the play oven, which helps to increase their engagement in the activity. For example, children test out each button to see which way it moves.

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Personal development, behaviour and welfare are good

The childminder manages the daily routines effectively. For example, children know when it is time to tidy away and prepare for a snack. They keenly join in, picking up and putting away the toys. The childminder provides children with a range of opportunities to help them learn about the importance of leading healthy lifestyles. They understand the need to wash their hands and help to clean the table for meal times. The childminder and her assistants ensure that children play outside daily in the fresh air. For example, they visit local parks which support their good health and physical well-being.

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Outcomes for children are good

Children learn in a calm and organised environment. They explore and lead their own play, safe in the knowledge that they can turn to the childminder or one of her assistants should they need help. Children develop a range of skills to help them prepare for the next step of their learning. They are motivated, curious and active learners who enjoy participating in interesting activities and are confident to persevere at tasks that require them to think and solve problems. For example, children learn to recognise shapes and mix paint to create new colours.

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Setting details

Unique reference number EY453374 Local authority Medway Towns Inspection number 1063027 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 11

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Name of registered person

Date of previous inspection 24 July 2013

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Telephone number

The childminder registered in 2013. She lives in Chatham, Kent. The childminder provides care each weekday from 7am to 6.30pm, throughout the year. She has an appropriate early years qualification. The childminder works with two assistants.

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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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