Childminder 255826

Inspection date 5 September 2018 Previous inspection date 8 March 2016

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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 accesses a wide range of development opportunities to build her knowledge and support her teaching practice. For example, she has used children's yoga training to support children's well-being in her setting effectively. n The childminder reads stories in an engaging manner. She encourages children to find different objects and characters in the illustrations. This helps to support children's early literacy skills and promotes their enjoyment of books. From an early age, children often bring her books they would like her to read. n The childminder recognises and praises children's efforts and successes. This helps to build children's self-esteem successfully and encourages them to keep trying if a task is difficult. n Children become keen talkers who delight in communicating during play. For example, young children enjoy a puzzle, which has pieces that make animal noises. They laugh

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The provision is good

with their friends as they copy the sounds. n Parents comment on the supportive, trusting relationships they have with the childminder. They particularly appreciate the positive impact the childminder has on their children's learning and well-being. Parents note the 'home-from-home' atmosphere and compliment the childminder on how well their children have settled.

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It is not yet outstanding because:

n The childminder does not consistently use her accurate knowledge of children's learning to plan targeted and challenging activities which enable children to make the best possible progress.

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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 build on existing arrangements for monitoring children's progress, to sharpen planning and tailor teaching even further.

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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 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 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 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 has a good knowledge of child protection issues and knows what to do if she has concerns about a child's welfare. She uses risk assessments to ensure her environment is fit for children to access. For example, if young children are beginning to walk, she removes their socks to support good grip and minimise the risk of falls. The childminder forms effective partnerships with parents and other settings that children attend. The childminder uses daily diaries and regular sharing of children's learning records to keep parents informed and support a two-way flow of information between home and other settings. This supports children's continuity of learning. The childminder regularly seeks feedback from parents and children about their experiences using her service. She uses this information to make changes and improvements, such as new ways of communicating children's

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Quality of teaching, learning and assessment is good

The childminder regularly reviews the progress of all the children in her care, to identify next steps for their development and to consider different equipment or resources to support them. The childminder has arranged her environment to enable children to access a wide range toys and equipment independently. For example, the youngest children are able to choose from boxes placed on the floor within their reach. The childminder is an active participant in children's play. She pretends to eat at their role- play picnics and shows interest in the noises they make with electronic toys. During play, she tells them the names of different items and comments on their actions. This supports children's language development and understanding well.

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Personal development, behaviour and welfare are good

The childminder is warm and responsive in her interactions with children. They form secure bonds with the childminder and show they feel safe in her care. For example, children seek out the childminder if they are upset or if they need help to do something. Children are confident to explore their surroundings and try new activities or toys. The childminder supports the development of children's self-care skills by encouraging them to clean their hands thoroughly before they eat and supports younger children to be active participants during nappy changes. The childminder is a good role model who supports children to behave well, encouraging them to act kindly towards each other. For example, she teaches them not to snatch and to share resources fairly.

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Outcomes for children are good

All children make good progress from their starting points. Young children begin to make links between objects, such as picnic baskets and pretend food. Children begin to use technology for a purpose. For example, they push buttons and pull levers to make musical sounds and light effects. Children learn a wide range of skills, which prepares them well for their next stage in learning, such as nursery or school.

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Setting details

Unique reference number 255826 Local authority Norfolk Inspection number 10065033 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 1 - 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 8 March 2016

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Registers

The childminder registered in 1998 and lives in Hethersett, Norfolk. She operates all year round from 8am to 6pm, on Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for children aged two, three and four years.

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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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