Childminder in Norfolk

Inspection date 29 January 2019 Previous inspection date 13 January 2016

p.1

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

p.1

This provision is good

n The childminder is professional and committed to the continuous improvement of her practice and service. She thinks carefully about the experience she offers children and regularly gathers feedback from parents. The childminder uses this information to identify ways to improve or to provide more opportunities that extend children's learning. n The childminder demonstrates good, responsive teaching skills. She recognises what children are interested in and provides more opportunities for them to explore and be creative. For example, the childminder notices children making marks on dough and provides further tools to allow them to explore making different marks. n Children take responsibility for small tasks, such as tidying away resources and feeding the childminder's pet fish. This promotes their independence and encourages positive, caring behaviours. n Children make good progress and are well prepared for their next stage in learning,

p.1

This provision is good

such as nursery or school. n The childminder supports children's language development well. She listens carefully to children and models new words in her responses. This shows that she values their experiences and encourages further conversation. As a result, children's confidence and communication skills are promoted. n Parents comment on the home-from-home atmosphere and the caring, friendly manner of the childminder. They note how excited their children are to attend. Parents feel well informed about their children's progress and praise the childminder's communication. n The childminder does not always gain enough information about children's prior learning from parents to help her establish an understanding of children's starting points on entry. This prevents focused planning to promote progress from the outset.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n engage parents in sharing more information to help swiftly and precisely assess children's starting points in learning from the outset.

p.2

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 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. n The inspector held a number of discussions with the childminder. She looked at relevant documentation, including children's learning records, and reviewed the suitability of all persons living on the premises.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of signs and symptoms that may indicate children are at risk of harm. She knows how to appropriately report any concerns she may have. The childminder regularly attends professional development events to update her knowledge. She introduces new ideas from training, such as further ways that she can support children's language development. This has a positive impact on the experiences of children in her care. The childminder builds strong relationships with parents and other settings that children attend. She plans activities for children to enable them to continue and extend their learning experiences across the different settings. This promotes continuity of children's learning. The childminder uses risk assessments to ensure that children are safe. She regularly reviews her premises and makes improvements to promote children's

p.3

Effectiveness of leadership and management is good

welfare. For example, the childminder has changed the type of window latches fitted to provide another evacuation exit.

p.3

Quality of teaching, learning and assessment is good

The childminder knows children well. She regularly observes them during play to assess their learning and plans targeted activities to support their progress. The childminder encourages children to talk about their families and special people. This helps children to learn about their community and the world around them. The childminder motivates children through the resources and experiences she provides and is an active participant in their play. For example, children choose freely from resources and toys that are available in accessible storage. This promotes children's engagement and good concentration in play. The childminder promotes children's mathematical and literacy skills well. For instance, children choose a colour and letter matching game. The childminder encourages them to find items in the environment which match the game counters, such as their friend's t-shirt or socks.

p.3

Personal development, behaviour and welfare are good

From a young age, children show an interest in interacting and playing with other children. The childminder promotes their social skills, such as turn taking, listening and empathy. She also supports children's good health and well-being. The childminder encourages children to enjoy boisterous physical activity and healthy foods. Children learn about positive hygiene habits, such as washing their hands and using their own towel. Children develop independence skills, such as feeding themselves or when using the toilet. The childminder supports children to develop a good understanding of appropriate behaviours. For example, she teaches them about stroking the dog gently and tidying toys carefully after use. Children are confident to ask for help when needed, for instance, when they try to connect pieces of toy train tracks or put on their coat.

p.3

Outcomes for children are good

Children develop skills which support their future learning. They exhibit concentration and imagination during activities and often play cooperatively. For example, children share the use of a toy garage, taking turns to roll their cars down the ramps and the lift.

p.3

Setting details

Unique reference number EY387651 Local authority Norfolk Inspection number 10074205 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 - 10 Total number of places 6 Number of children on roll 14 Date of previous inspection 13 January 2016

p.4

Registers

The childminder registered in 2009 and lives in Norwich. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5