Butler Wendy Marie

Inspection date 20 November 2018 Previous inspection date 22 June 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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This provision is good

n The childminder has formed good relationships with parents. She regularly shares information with parents and gains their feedback to help her to continue to drive her provision forward. Parents are very pleased with the service and say that their children are excited and happy to go to the childminder's home. n The childminder provides a well-resourced environment where children can chose what they want to play with. The childminder knows the children well and provides activities that she knows will engage all children and support their good progress. n The childminder understands the importance of helping older children to develop the skills needed for school. Children develop good self-help skills and can take their shoes and coats off and independently use the toilet. n Children develop secure attachments with the childminder. They seek her out for support and reassurance when needed. n Children's health is promoted well. The childminder works with parents to ensure

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This provision is good

children are provided with healthy meals. Children follow effective personal hygiene routines, such as placing their hand over their mouth when they cough. They quickly learn the importance of washing their hands to stop germs from spreading. n The childminder does not use information gathered from her observations of children well enough to help her to plan targeted activities and experiences that focus on children's next steps in learning. n The childminder has not yet committed enough time to her professional development to help her to keep up to date with changes to best practice and to raise the quality of her teaching to the highest level. n The childminder does not always provide the highest levels of challenge for the older and most-able children.

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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 use information gathered from observations and assessments to plan even more precisely for children's next steps in learning and to help to accelerate the progress that children make n embed a highly focused programme of professional development to ensure knowledge of best practice is kept up to date and the quality of teaching is raised to the highest level n extend the level of challenge provided for the older, most-able children to ensure they make the best possible progress.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed all areas of the home that are used for childminding. n The inspector observed children engaged in a variety of activities. She completed an observation of the children engaged in a planned activity and evaluated this with the childminder. n The inspector looked at evidence of the suitability of the childminder and people living in the household. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and discussed the childminder's methods of self-evaluation. n The inspector took account of the views of parents spoken to on the day and of written views of parents expressed in letters and left for the inspector.

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Effectiveness of leadership and management is good

The childminder is very experienced and well qualified. She uses her experience of working with children and families to help her to meet all welfare requirements. Policies and procedures are shared with parents and help the childminder to underpin good practice and keep children safe. Safeguarding is effective. The childminder has a secure understanding of how to protect children and knows what to do if she has concerns about their welfare. Children learn how to keep themselves safe on the walk to school as the childminder talks to them about road safety. The childminder has formed good relationships with other settings, schools and childminders that children also attend. This helps her to ensure that children's emotional and development needs are continually well supported.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn through play. She plans activities that all children, regardless of their age or ability, can join in with. The childminder gets down to children's level and is playful in her interactions. This stimulates the younger children to copy and join in. For example, the childminder develops young children's ideas as they explore different sensory materials. She role models how to squash and squeeze the play dough and how to push pieces of pasta into it. This helps to develop children's small-muscle skills. The childminder supports children's communication and language development well through play and music time. Children have the opportunity to express their wish to sing a favourite rhyme and join in with the actions with great excitement.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She has a naturally calming and relaxed personality, which makes children feel safe and secure in their surroundings. The childminder is sensitive towards children and uses praise effectively. Children have high levels of self-esteem and celebrate their achievements. They demonstrate a mature approach to managing their behaviour. For example, children play cooperatively together, make independent decisions and show that they understand how to take turns when they play a board game together. The childminder provides children with plenty of opportunities to develop an understanding of their local area as they visit the park, library and toddler groups. They benefit from fresh air and exercise as they go on walks with the childminder.

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Outcomes for children are good

Children are curious and active learners who make good progress in their learning and development. Older children learn to problem solve and complete jigsaws. They develop early literacy skills as they write a shopping list for the ingredients they need for their pretend cake. Younger children start to develop their spoken communication skills as they learn new words by copying the childminder and older children. Children of very different ages develop good personal and social skills as they mix with a range of children, at the childminder's and in the community. Children are developing important skills that will help them in their next stage of learning, including school.

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Setting details

Unique reference number 255952 Local authority Norfolk Inspection number 10071049 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 - 6 Total number of places 6 Number of children on roll 16 Date of previous inspection 22 June 2015

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Registers

The childminder registered in 1993 and lives in Wymondham, Norfolk. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a relevant childcare 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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