Childminder EY291049

Inspection date 29 October 2018 Previous inspection date 14 December 2017

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This inspection: Good 2

Previous inspection: Requires improvement 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 has addressed the actions set at the last inspection to bring about improvements and promote better outcomes for children. For example, she now regularly reviews her assistant's performance. The childminder and her assistant are keen to improve and develop, and complete additional training courses to acquire new skills. This contributes towards good teaching practice and has a positive impact on children's learning and development. n Relationships with parents are strong and support a shared approach to children's learning. For example, the childminder encourages parents to provide information about what their children know and can do. She routinely monitors children's progress by tracking their development. The childminder uses all information to plan for children's continuing progress, in readiness for school. n The childminder provides a warm, child-centred environment. She organises her home

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The provision is good

efficiently to ensure that children can access the areas and resources safely. The childminder completes daily checks of the premises to ensure that they are safe and suitable. n Children show that they have warm and secure relationships with the childminder and her assistant. This has a positive effect on children's emotional well-being. n Children have daily opportunities for fresh air and exercise. This helps to promote their good health and support their physical development. Children have good opportunities to discover and learn about the world around them. For example, the childminder plans trips out to places, such as the local woods and park.

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It is not yet outstanding because:

n On occasions, the childminder does not make the most of opportunities to provide high levels of challenge and fully extend children's learning. n The childminder does not share detailed information with other settings children attend to fully promote continuity of care and learning.

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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 provide additional challenge for children and maintain high expectations for children's achievements in all activities n extend partnership working with other early years settings children attend, to fully promote continuity of care and learning for children.

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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 spoke with the childminder and her assistant during the inspection. She looked at relevant documentation and children's records and discussed the childminder's policies and procedures. n The inspector spoke to children during the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder and those living on the premises. n The inspector took account of the views of parents. She spoke to parents during the inspection and looked at written feedback provided.

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Effectiveness of leadership and management is good

The childminder is proactive in seeking ways to keep up to date with developments in practice. For example, she uses the internet and support from the local authority, which she shares with her assistant to help them ensure that current legislation and guidelines are implemented well. Systems for self-evaluation are in place and used to continue to improve the provision. The arrangements for safeguarding are effective. The childminder ensures that both she and her assistant have a good understanding of safeguarding procedures. They understand the wider issues surrounding child protection and know the appropriate action to take if they were to have any concerns about the welfare of a child.

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Quality of teaching, learning and assessment is good

The childminder provides a very well-resourced environment. Children freely access a wide range of toys. The childminder and her assistant get down to children's level to ensure that children get the best from their chosen activities. They join in with children's play experiences. For example, the childminder pretends to eat and drink the items children offer her. The childminder provides good support and encouragement to enhance children's communication skills. For instance, she talks to children as they play and models language. She sensitively repeats words back, so that children can hear them pronounced correctly. The childminder uses opportunities to introduce colours, letter sounds, counting and mathematical language as children play.

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Personal development, behaviour and welfare are good

Children demonstrate that they are happy and very comfortable in their environment. They get along well and develop friendships with each other. The childminder and her assistant are good role models. Children learn how to share, take turns and use good manners. They have consistent boundaries and familiar routines. This helps to support their emotional well-being. Children develop a practical sense of responsibility as they help the childminder to tidy away toys before starting another activity. The childminder and her assistant praise children and recognise their efforts and achievements. Children develop their confidence and sense of self-esteem. The childminder teaches children safe practices, such as how to cross the road, so they learn to identify risks for themselves.

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Outcomes for children are good

Children progress well in their learning from their starting points. They gain many skills that they need in preparation for the next stage in their learning, such as moving on to nursery or starting school. Children develop self-care skills and learn about healthy practices, such as handwashing after using the toilet and before eating. They listen well to the childminder and follow her instructions. Children are busy and active learners. They enjoy playing imaginatively. Children identify colours and count items during activities. They enjoy sharing books with the childminder. Children have regular opportunities to develop their early writing skills. They make meaningful marks with chalks and crayons. Older children recognise some letters and their corresponding sounds.

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Setting details

Unique reference number EY291049 Local authority Norfolk Inspection number 10079663 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 2 - 10 Total number of places 8 Number of children on roll 10 Date of previous inspection 14 December 2017

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Registers

The childminder registered in 2004 and lives in Bradwell, Norfolk. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She works with an assistant.

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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

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

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