Childminder EY478108

Inspection date 30 August 2018 Previous inspection date 16 December 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder is reflective and regularly seeks feedback from parents and children to shape the service she provides. She communicates effectively in a range of ways to keep each family informed in a way that suits them. n Parents describe the childminder as approachable and helpful. They praise the quality of communication between the childminder and families. Parent also note how happy their children are to arrive and how much they enjoy the range of activities provided. n The childminder interacts skilfully with the children in her care. For example, she joins in during role-play games and at appropriate moments introduces key vocabulary and explores mathematical concepts. This helps to support and extend children's learning and understanding. n Children learn to negotiate successfully and take turns in cooperative play. For example, they decide who will be the shopkeeper and share out the pretend money

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The provision is good

fairly. n The childminder praises children warmly for their efforts and achievements. She pays careful attention to what children say and shows she values their ideas and comments. This helps to build children's self-esteem and confidence.

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It is not yet outstanding because:

n The childminder does not make full use of parents' knowledge to help her more precisely plan and assess for children's progress. n The childminder does not access professional development opportunities to develop her teaching practice and enable her to support children's specific learning and developmental needs.

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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 strengthen partnerships with parents to inform assessment and planning, to support children's continuity of learning and rapid progress n make the most of professional development opportunities which enhance knowledge and strengthen practice, to further increase the potential for children to make rapid progress in their learning and development.

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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 held a number of discussions with the childminder. She looked at relevant documentation, including children's learning records and evidence of the suitability of all persons living and working on the premises. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke to children at appropriate times 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 arrangements for safeguarding are effective. The childminder ensures she attends relevant child protection training regularly and has a good understanding of key safeguarding issues. She understands the process to follow if she has any concerns about the welfare of a child. The childminder uses online training and forums to keep her knowledge of relevant legislation up to date and to gain fresh ideas for activities. For example, she researches craft activities which reflect children's current interest in dragons. The childminder has a good overview of the strengths of her service and plans for continued improvement. For example, she reviews children's progress to identify new resources to introduce.

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Quality of teaching, learning and assessment is good

The childminder has a strong understanding of how children learn and how to promote enjoyment in learning. She uses her own observations of children to inform her assessments and planning to support children's progress. The childminder monitors children's learning for potential gaps and acts swiftly to provide interesting activities to support children's continued achievement. The childminder provides plenty of opportunities for children to read and re-tell stories. This helps to support children's early literacy skills. The childminder is a supportive communicator, often repeating key words for younger children. This helps to support their pronunciation and grammar.

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Personal development, behaviour and welfare are good

Children form firm attachments with the childminder and settle quickly into the daily routine. The childminder's caring manner and clear expectations for behaviour help children to feel secure and safe. She encourages kindness and good manners. Older children competently put their own shoes on, while younger children confidently request help and attempt the task with some support. Children delight in choosing what equipment they would like to get out in the garden. They eagerly pedal tricycles, make obstacle courses with cones and play on the see-saw with a friend. This supports their physical development and well-being. The childminder supports children to understand key safety rules, such as making sure there is enough space before starting to use a skipping rope.

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Outcomes for children are good

Children develop key skills, such as listening and sharing. They are motivated learners, requesting to revisit activities they particularly enjoy. For example, children choose to repeat a shape sorting and counting game from an earlier activity. Children are confident, articulate talkers. They share ideas, opinions and stories from home with their friends. Children begin to make links between letter shapes and sounds. Children often seek out favourite books and enjoy turning the pages while talking about the pictures. All children make good progress and show readiness for their next stage in learning, such as nursery or school.

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Setting details

Unique reference number EY478108 Local authority Norfolk Inspection number 10065023 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 - 11 Total number of places 6 Number of children on roll 19 Date of previous inspection 16 December 2015

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Registers

The childminder registered in 2014 and lives in Taverham, Norfolk. She occasionally works with an assistant. The childminder operates all year round, from 7.30am to 6.30pm from Monday to Friday, except for family holidays. 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

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Registers

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Registers

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Registers

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