Childminder in Norfolk

Inspection date 24 August 2018 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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The provision is good

n The well-qualified childminder works together with a co-childminder. They share skills and knowledge to help them to develop provision and to support each other's practice continually. The childminder thinks creatively and introduces a wide and interesting range of purposeful play and learning opportunities for children. n The childminder supports children's communication skills well. She talks to children as they play and models language for them to hear. Children are capable and confident communicators. They learn to communicate in different ways to express their needs. n The childminder understands that children learn at different rates and in different ways. She reflects this as she skilfully adapts her teaching to children's capabilities. She offers a fully inclusive provision where all children have equal access to all opportunities. This helps children to make continued good progress from their starting points.

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The provision is good

n The childminder adopts highly successful strategies to support children's emotional well-being. She knows the children extremely well and pre-empts situations that may have an impact on children's behaviour. She calmly soothes those children who find it difficult to deal with their emotions and engages them in enjoyable learning activities.

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It is not yet outstanding because:

n On occasions, the childminder does not fully challenge children during activities to raise their level of achievement to the highest level. n The childminder does not secure highly successful partnership working with all parents. Some children do not benefit from a fully developed collaborative approach to promoting their learning in the setting and at home.

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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

n enhance the quality of teaching so that each opportunity is highly challenging for children and helps them to make rapid progress n strengthen partnership working with parents to secure highly targeted and consistent levels of support for children's learning in the setting and at home.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of all persons living and working on the premises. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The childminder is professional and well organised. She thoroughly implements the setting's policies and procedures to promote children's welfare. Safeguarding is effective. The childminder knows the signs that may indicate a child is at risk of harm. She knows how to report any concerns that she has about children's welfare. The childminder and her co-childminder communicate effectively. Together, they reflect on the activities they provide and the progress children make. They continuously plan to accommodate children's changing needs. The childminder shares detailed assessments of children's development with other professionals where required. She works closely with them to support children who have special educational needs (SEN) and/or disabilities to provide these children with consistently good-quality care and learning opportunities.

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Quality of teaching, learning and assessment is good

The childminder continuously interacts with children throughout the day. Children enthusiastically join in the exciting opportunities that she plans for them. Children explore the sensory feel of foam. Some non-verbal children squeal with delight and enjoy making handprints. The childminder encourages older children to recognise and write letters from their name in the foam. The childminder encourages children to 'have a go' at tasks for themselves. Children respond positively and successfully achieve what they set out to do. The childminder continually assesses children's progress and provides them with good opportunities to help them to practise their skills as well as to develop new skills. The childminder quickly identifies where children are at risk of falling behind and promptly seeks appropriate and successful interventions to provide children with targeted support. She completes training to update her knowledge of how to support

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Personal development, behaviour and welfare are outstanding

Children build extremely close bonds with the childminder. They are supremely confident in the setting, knowing that they are safe. Children learn from the childminder's calm, kind and friendly nature. They demonstrate the utmost respect for others as they play alongside them and share resources. They enthusiastically welcome others into their play. Children understand how to keep themselves safe. They diligently follow rules and boundaries when accessing play equipment outdoors. They explain they must take turns on the trampoline to keep themselves and others safe. They show high levels of self- control and cooperation as they wait. Children relish in taking responsibility to tidy away toys. They are extremely willing to help others and show that they value the learning environment. Children enjoy playing energetically. They independently follow good hygiene procedures and eat healthily.

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Outcomes for children are good

Children progress well. Some children exceed typical levels of development for their age. They are ready to take on the challenges in their future learning, including their eventual move to school. Children engage well and are highly motivated to learn. Children who have SEN and/or disabilities are confident, build secure relationships and learn to communicate effectively, giving them strong foundations for their future learning.

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Setting details

Unique reference number EY536249 Local authority Norfolk Inspection number 10067471 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 20 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016 and lives in Long Stratton, Norfolk. She works with a co-childminder. She operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a childcare qualification at level 5. She provides funded early education for two-, three- and four-year-old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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