Childminder EY362412

Inspection date 19 December 2018 Previous inspection date 30 July 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 a good understanding of how children learn through play. She provides fun, high-quality learning experiences, that reflect children's interests and build on what they already know and can do. She continually extends children's knowledge through conversations and activities. n Partnerships with parents are positive. The childminder works closely with parents and regularly exchanges information about children's learning and progress. Parents are complimentary about the care their children receive and the progress that they can see their children make while in the childminder's care. n The childminder has formed strong links with the local primary school. She is highly effective in supporting children to make a smooth transition in to school and frequently shares information with teaching staff about children's progress which creates a consistent and complementary approach to their learning.

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This provision is good

n The childminder provides a welcoming, homely environment where children are happy, settled and feel safe. They develop secure emotional attachments with the childminder and thrive on her affection, praise and encouragement. Older children comment that there are lots of activities they enjoy doing and the childminder is always there to help. n Children's language and communication skills are promoted well. They eagerly join in conversations and rapidly progress in their understanding. The childminder introduces children to new words during play and consistently models effective listening skills. n The childminder does not always use the most effective questioning techniques to support children's thinking and problem-solving skills. n The childminder has not yet focused on professional development to help drive forward future improvements.

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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 the quality of teaching further to better support children's thinking and problem-solving skills n focus more precisely on developing a targeted programme of professional development that ensures high-quality practice is sustained and consistently improved upon.

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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 that this has on children's learning. n The inspector spoke with the childminder and children at appropriate times during the inspection. She evaluated a focused activity with the childminder. n The inspector looked at relevant documentation and children's records. She discussed the childminder's policies and procedures with her. n The inspector checked evidence of the suitability of the childminder and other household members. n The inspector took account of the views of parents provided through the childminder's own parental survey.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her responsibility to keep children safe from harm. She knows the possible signs of abuse and how to report any concerns she has about children's welfare. She is vigilant in her supervision of children, taking account of their ages and stages of development. For example, older children independently take themselves to the toilet and find their personal belongings. She keeps her home safe and secure. Clear policies and procedures underpin her good practice. These are shared with parents, which provides reassurance that their children are safe and well cared for. The childminder aspires to improve and reflects on her practice well. She gains the views of parents and children to help guide improvements and maintain positive outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder has a secure understanding of the age group that she is working with. She knows children's individual learning needs and chooses activities that offer challenge that successfully motivates them to learn. For example, children concentrate well while copying letters or colouring and enjoy the challenge of word matching games. The childminder extends older children's early literacy skills very well. For instance, she supports their knowledge of letter sounds well and encourages them to blend them together to make words. Children confidently select resources they would like to play with, they are imaginative and use their own ideas during creative activities. They are keen to use their improving dexterity as they cut with scissors or thread sticks through small holes while setting up a game. Children demonstrate their increasing understanding of technology, pushing buttons to operate toys.

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Personal development, behaviour and welfare are good

Children are supremely confident in the setting, interact confidently with visitors and express what they like playing with. The childminder constantly provides praise and encouragement to help children recognise their achievements and boost their self- confidence. The childminder is a good role model for children. Children learn to be kind and polite to adults and other children and develop good manners. Children learn to manage risk effectively. They confidently explain they must hold the childminder's hand while out, walk nicely and wait for her to tell them to cross the road. In addition, they understand why they need to sit still while eating. The childminder supports children's health and well-being effectively. She has a positive attitude to children playing outside in the garden and plans visits to local parks so that they can be physically active.

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Outcomes for children are good

Children learn key skills for their future education. They are confident speakers, listen carefully and follow instructions well. They are highly independent and manage their self-care skills well. Children's early mathematical and literacy skills develop successfully. For example, they count confidently, recognise colours and numbers and are begin to understand concepts of addition and subtraction. They understand that print carries meaning and make connections with sounds and letters to help prepare them to read.

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Setting details

Unique reference number EY362412 Local authority Norfolk Inspection number 10065007 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 4 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 30 July 2015

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Registers

The childminder registered in 2007. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 6. 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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