Crowhurst, Susan Elizabeth

Inspection date 9 August 2018 Previous inspection date 29 May 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 professional and well organised. She understands how children learn and develop, offering them a broad range of educational activities and outings to enjoy. Children make good progress in their learning. n Children seek out opportunities to practise skills or revisit activities they particularly enjoyed. For example, they talk about finger painting and ask for the materials they need to do the activity. n The childminder is a calm and kind role model. She recognises and praises children for their efforts. This supports children's good behaviour. n Children are curious and imaginative, showing interest and motivation in a wide range of activities. For example, they explore their understanding of hospitals and trains as they create them using construction materials. Children talk about medicine and buying tickets, supported by the childminder. n The childminder has built good relationships with other settings that children attend.

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The provision is good

This supports continuity of children's learning as she is able to share their learning and find out what activities and skills they have been accessing elsewhere.

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It is not yet outstanding because:

n The childminder does not always seek professional advice as swiftly as possible once gaps in children's development are identified. n While the childminder accesses a good range of professional development, it is not yet linked to the areas for development in her professional knowledge identified through self-evaluation.

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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 review the process for seeking interventions for children where gaps in their development are identified, to gain professional support in a timely manner and ensure children make the best possible progress n sharply focus development plans to build on professional knowledge to improve practice and provision.

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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 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 arrangements for safeguarding are effective. The childminder has a good understanding of the signs and symptoms of abuse, and what to do if she has concerns about a child's welfare. The childminder is reflective and attends a range of professional development events to increase her knowledge and gain new ideas. Parents comment on the 'superb' care and variety of experiences available to their children. The childminder provides parents with detailed reports on each child's daily activities. She organises her weekly schedule of activities to suit children's individual needs. For example, she ensures children who are beginning toilet training only spend time in familiar environments where the toilet is easily and quickly accessible.

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Quality of teaching, learning and assessment is good

The childminder knows the children in her care well. She uses her observations of children during play to make accurate assessments and plan activities to support children's learning. The childminder models correct vocabulary and grammar during play. This helps to support children's language development. Children make connections between past learning and current experiences. For example, they remember and recognise particular plants which attract butterflies. Children use mathematical language to talk about their plans for construction materials. For example, they explain the need to add more bricks to make a tower taller than themselves. The childminder encourages children to recognise their name, such as written on water bottles. This supports their early literacy skills.

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Personal development, behaviour and welfare are good

Children build secure bonds with the childminder. They are excited to arrive at the childminder's house in the morning and settle quickly. Children show they feel safe and valued. For example, they share stories from home, telling the childminder about events they find important. Children confidently make choices about what they want to do next. They access toys and equipment independently. Children express preferences for particular equipment and are able to talk about their likes and dislikes. For example, they choose their favourite paint colours and select from a range of fruits at snack time.

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Outcomes for children are good

All children achieve well and make good progress in their learning and development. Children readily make marks with meaning. For example, they write the first letter of their name on their paintings. Children are active learners and confident talkers, frequently asking questions during their play. For example, they ask 'how' and 'why' questions to learn about the world around them. Children are well prepared for their next stage in learning, such as nursery or school.

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Setting details

Unique reference number EY300845 Local authority Norfolk Inspection number 10060123 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 8 Date of previous inspection 29 May 2015

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Registers

The childminder registered in 1996 and re-registered in 2005. She lives in Norwich. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant early years qualification at level 3.

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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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