Childminder EY414172

Inspection date

Previous inspection date 27 June 2017 13 January 2015

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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 takes responsibility for keeping up to date with latest legislation and good practice guidance. She liaises with other childcare professionals to share good practice and implements changes to improve the outcomes for children.  The childminder demonstrates strong partnerships with parents. She is dedicated to working together with them to promote continuity in children's care and learning.  The childminder observes children as they play and evaluates her observations effectively. She is fully aware of where each child is in their learning and what she needs to do to support their continuing progress.  The childminder understands how children learn. She plans a varied range of activities that interests children and build on what they already know.  The childminder is a good role model. She is calm and gentle and treats children with positive regard. She effectively builds children's self-esteem, giving meaningful praise

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This provision is good

for good behaviour and individual efforts.

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It is not yet outstanding because:

 The childminder sometimes overlooks opportunities to further promote younger children's thinking skills. She does not consistently give them enough time to think and respond to questions.  The childminder has not fully explored all ways to promote opportunities for children to learn about people and communities beyond their immediate experience.

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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 more closely on consistently supporting children's developing thinking skills  provide children with more opportunities to develop an understanding and appreciation of similarities and differences between themselves and others, and among families, communities and traditions.

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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 spoke with the childminder at appropriate times throughout the inspection.  The inspector observed a planned activity and jointly evaluated this with the childminder.  The inspector looked at activity planning; records of children's learning, a selection of policies and other documentation.  The inspector checked evidence of the suitability of all household members and qualifications of the childminder. She also discussed the childminder's self-evaluation.

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Effectiveness of the leadership and management is good

The childminder is committed to providing good-quality care and learning experience for all children. She organises her setting well and reflects on the quality of her provision. She takes into account the views of parents when planning for improvement. Parents are kept well informed about their children's day and their developmental progress. They are encouraged to continue to share what they know about their child to further promote consistency. Safeguarding is effective. The childminder has a good awareness of the indicators of abuse. She has attended training to ensure that she knows how to report concerns and understands how to support vulnerable families. This additionally helps her to identify any children who may be at risk of harm from extreme behaviours and views.

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Quality of teaching, learning and assessment is good

The childminder talks confidently about the children she cares for and the way they prefer to play and learn. She provides a stimulating learning environment, both indoors and outdoors. Children choose freely from the toys available to them, enabling them to lead their own play and effectively supporting their independence. The quality of teaching is consistently good. The childminder is led by what the children want to do and supports their play well, readily moving to other activities in response to their changing interests. She considers their varying levels of ability when carrying out adult-led activities. For example, she helps younger children with a threading activity to make bird feeders while older children are encouraged to manage independently. The childminder extends the activity for older children, supporting them to count the number of cereal hoops they have put on their pipe cleaner. Older children are encouraged to join in conversations and the

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Quality of teaching, learning and assessment is good

childminder actively listens to what they have to say.

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Personal development, behaviour and welfare are good

Children's emotional well-being is supported well. The childminder establishes warm, caring relationships with the children in her care. Children are extremely happy and settled. They develop close emotional attachments to the childminder and readily invite her to join in their play and learning. The childminder provides a stimulating learning environment, both indoors and outdoors. Children choose freely from the toys available to them, effectively supporting their independence and sense of belonging. The childminder sets clear and consistent boundaries for children's behaviour. She gently and calmly reminds the children of these. Children play well together, are polite and respond well to the childminder's high expectations.

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Outcomes for children are good

Children make good progress from their starting points. Their ability to apply skills appropriate to their age helps to ensure that they develop the key skills needed for the move on to school. Children have daily opportunities for exercise and fresh air, helping to promote their good health and physical well-being. They manage their self-care skills well. For example, they learn to put on their own coat and shoes before going outdoors. Children enjoy books and stories and understand that print carries meaning. Older children write their first name independently.

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Setting details

Unique reference number EY414172 Local authority Norfolk Inspection number 1094459 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 13 January 2015

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Telephone number

The childminder registered in 2010 and lives in Wicklewood, Wymondham. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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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