Lowther Madeline

Inspection date 28 February 2019 Previous inspection date 13 May 2016

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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 and her assistant work well as a team. They regularly discuss what they offer children and parents to consider ways to improve their provision further. n The childminder encourages children to think about others' feelings and preferences. For instance, she reminds older children to ask before helping younger children to put their coat hoods up as they may not like it. This supports children's social skills and emotional well-being. n The childminder and her assistant listen carefully during their interactions with children. They actively join in with children's play and use their knowledge of individual children to pose relevant questions and comments. This helps to develop children's thinking skills and build their understanding. For example, the assistant asks children about their story about hidden treasure, special maps and pirates during a small-world activity. n The childminder and her assistant interact warmly with babies. This encourages babies

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This provision is good

to develop their communication skills and explore play activities alongside familiar adults. n Children are motivated, curious learners. The childminder and her assistant are responsive to children's questions about resources and their interests from home. As a result, children demonstrate a good understanding of the world. They find out information, such as the names of dinosaurs and what types of food they ate. n The childminder provides fewer opportunities for babies to explore the garden and engage in outdoor activities to extend their learning. n Although the childminder makes regular assessments of children's learning and gathers information from parents during admission, she does not consistently use these to precisely monitor children's progress.

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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 babies with more opportunities and support to access a wider range of outdoor activities and resources to promote their learning n make better use of assessments, including the information from parents about children's prior learning, to precisely monitor children's progress.

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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 outdoors and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder and her assistant. She looked at relevant documentation and reviewed 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 at appropriate times 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 and her assistant know the signs and symptoms which could indicate a child is at risk of harm. They have a strong understanding of how to refer any concerns they may have. The childminder and her assistant take ownership of their continued development and often attend training together to ensure a consistent approach. Parents comment that the warm, caring manner of the childminder and her assistant help their children settle easily. They note the good progress their children have made since attending and that they feel communication is excellent. The childminder and her assistant ensure that the premises and resources used by children are safe and appropriate. For example, they use fitted gates to prevent children entering the kitchen and using the stairs unsupervised. The childminder has established links with local schools and settings. This supports children's

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Effectiveness of leadership and management is good

well-being and continuity in learning, particularly during the transition to school.

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Quality of teaching, learning and assessment is good

The childminder and her assistant know children well. They recognise children's interests and use their knowledge of children's learning to provide appropriate activities to promote their development. For example, they provide a range of materials for children to use their creative and imaginative skills to build a dinosaur habitat. Children concentrate as they use their small muscles to pinch, sprinkle, mark, scoop and flatten sand. This develops their physical and early literacy skills. The childminder and her assistant encourage children's enjoyment of books and reading. The assistant reads books about trains with enthusiasm and helps children to look for characters they know. He prompts children to look at similarities and differences between the trains.

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Personal development, behaviour and welfare are good

Children form warm relationships with the childminder and her assistant. This helps them to settle quickly and enjoy their time in their care. Older children know the routines of the childminder's home well. They help the childminder to tidy up and look for their shoes when it is time to go outside. Children demonstrate good self-care skills. They wash their hands before snack and clean their faces afterwards. Older children put their own coats and shoes on. The childminder and her assistant support children to develop a good understanding of expected behaviours, such as walking when indoors and being kind to their friends. Children delight in playing energetically outside. Older children run, jump and bowl hula hoops with their friends. Younger children learn how to use the garden steps safely. The childminder provides varied and healthy food and ensures water is available to drink. This helps to promote children's good health.

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Outcomes for children are good

Children make good progress. They develop key skills for the next stage in their learning, such as starting nursery or school. Children recreate their favourite books during imaginative games. They go on a 'lion hunt' and pretend to squelch through mud. Children enjoy practising their early literacy skills, such as making marks with pens and pencils.

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Setting details

Unique reference number EY277874 Local authority Norfolk Inspection number 10073330 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 - 12 Total number of places 12 Number of children on roll 22 Date of previous inspection 13 May 2016

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Registers

The childminder registered in 2004. She works with an assistant. The childminder operates all year round from 7.30am to 6pm, Monday to Thursday, except bank holidays and family holidays. 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

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Registers

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Registers

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Registers

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