Childminder EY495272

Inspection date

Previous inspection date 5 December 2017 Not applicable

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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 knows the children in her care very well. She offers a relaxed approach to learning, planning flexible activities that stimulate and interest the children, so children take the lead in their learning. All children make good progress and develop key skills in readiness for school.  The childminder has formed very strong relationships with the children. They benefit from being in a caring and nurturing environment where they feel safe and show high levels of self-confidence and independence. The childminder is a good role model. She is calm and kind, teaching children to care and show respect for each other.  The childminder has established very good relationships with parents. They regularly exchange information about children's learning and achievements. Parents are very complimentary about the care children receive and the progress they can see their children are making.  Children's health and well-being are successfully promoted. They spend lots of time

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This provision is good

outdoors in the fresh air and are physically active. The childminder provides healthy, nutritious meals, taking into account children's likes and preferences. She teaches children to use thorough hand washing techniques, explaining how this stops germs.

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It is not yet outstanding because:

 The childminder has not focused her professional development on developing an expert knowledge of teaching and learning to help children make the best possible progress.  Although the childminder reflects on and is aware of the strengths and weaknesses of her provision, she does not pinpoint ways to enhance positives even further.

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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

 seek further professional development opportunities that focus more specifically on developing an expert knowledge of teaching and learning  identify and set challenging goals to raise the quality of the provision and outcomes for children to the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times during the inspection. She evaluated a focused activity with the childminder.  The inspector looked at relevant documentation and children's records. She discussed the childminder's policies and procedures.  The inspector checked evidence of the suitability of the childminder and other household members.  The inspector took account of the views of parents provided through written testimonials.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her responsibility to keep children safe from harm. She knows the possible signs of abuse and understands wider issues surrounding child protection. She ensures that parents are fully aware of the policies and procedures that underpin her good practice. Children's safety is a priority. The childminder supervises children well. She makes regular checks of the areas used by children to help ensure that they are safe and suitable. The childminder has made positive changes to her provision since registration. For example, she presents toys attractively on low shelving so children can choose what they would like to play with. She responds positively to feedback from parents and children when considering changes.

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Quality of teaching, learning and assessment is good

The childminder has a secure knowledge of child development and how young children learn through play. She makes regular observations and accurate assessments of what children can do, using this information effectively to plan for their continuing progress. The childminder joins in children's play, makes suggestions to keep them engaged and follows their interests and ideas. She encourages children to try new sensory experiences, such as grated soap or ice cubes and asks well-timed questions to promote their thinking. The childminder models good listening and language to support children's communication. She continually talks with children about what they are doing and uses a variety of words to add to their increasing vocabulary. She threads mathematical language into their play and older children confidently count and recognise shapes.

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Personal development, behaviour and welfare are good

The childminder offers a welcoming environment where children develop a positive sense of belonging. She takes time to support new children to settle and works closely with parents to make sure that she meets children's needs well. Children receive lots of praise and encouragement and respond with increased motivation and confidence in their abilities. Children develop good social skills as they attend groups where they interact with other adults and children. The childminder has built effective links with other settings that children attend. This helps to maintain good continuity in children's care and learning.

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Outcomes for children are good

Children are motivated and curious learners. They are highly independent, for example, they chose their own snacks and help prepare meals. They make their own decisions and express their wishes successfully. Children manage their self-care needs very well. They enjoy taking responsibility for simple tasks, listen well and follow instructions. Children have a strong interest in books and are beginning to understand that print carries meaning. They take part in creative activities, make meaningful marks with crayons and handle tools with increasing control, which helps to develop their small-muscle skills in preparation for early writing.

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Setting details

Unique reference number EY495272 Local authority Norfolk Inspection number 1032075 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 6 Number of children on roll 17

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015 and lives in Norwich. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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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