Childminder in Norfolk

Inspection date 3 April 2019 Previous inspection date 4 April 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 is highly organised and professional. She keeps a library of key legislation and guidance documents to support her knowledge and practice. The childminder implements clear policies and monitors her assistants' understanding of these to ensure a consistent approach. n Children build warm relationships with the childminder and her assistants. They settle quickly and are eager to join in with activities. n The childminder and her assistants are good role models for literacy. They share an enjoyment of books with children and involve them in reading. For example, they ask questions about the story, what could happen next and whether children can remember 'why' or 'what' happened earlier in the story. n Children develop resilience and perseverance. They approach challenging tasks with determination and are resourceful. n Children take turns to hold a 'hello bear' and sing to each other. The childminder and

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This provision is good

her assistants encourage children to talk about how they feel today. This supports their language skills and promotes their emotional development. From a young age, children understand this game and willingly give the bear to a friend at the end of their turn. n Parents comment on the progress their children have made in the childminder's care. They report particular progress in their children's social skills and general confidence. Parents appreciate the 'warm, nurturing environment' and the range of activities and outings the childminder provides. n The childminder gathers a range of information from environment audits, monitoring of children's progress and feedback from parents, to check the quality of her provision. She uses this information to make changes and improvements. n The childminder and her assistants do not consistently encourage children to use their senses to explore, investigate and begin to make sense of the world around them.

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This provision is good

n The childminder does not consistently promote opportunities for her assistants to develop their teaching skills further.

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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 more opportunities for children to investigate and explore using sensory experiences n strengthen monitoring and support for the assistants to help raise their individual teaching skills to the highest levels.

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What the setting needs to do to improve further

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. 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 and staff 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

Safeguarding is effective. The childminder and her assistants know the signs and symptoms which may indicate a child is at risk of harm. They know how to appropriately refer any concerns they may have about children's welfare. They use risk assessments to check the environment, equipment and resources are safe and fit for children to use. The childminder ensures that she and her assistants attend training, such as child protection and first aid, regularly. As a result, they all understand how they can promote children's welfare. The childminder builds strong partnerships with parents and encourages them to share information about children's home experiences regularly. She also establishes good links and communication with other settings that children attend. These help to support continuity in children's learning and care routines.

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Quality of teaching, learning and assessment is good

The childminder has a strong knowledge of how children learn and develop. She uses her observations and assessments of children's learning to plan for their next steps and provides targeted support to meet children's specific needs. Parents are engaged in children's learning. The childminder makes suggestions to continue their learning at home and involves them in her termly reviews of children's progress. The childminder and her assistants support children's early literacy and mathematical development well. For example, they talk to children about the numbers on a clock toy and use it to explore the concepts of time and age. The childminder encourages children to find the first letter of their name during puzzle activities and as they play on musical alphabet toys. Children use a range of interesting equipment with water and sand. They use pipettes, spray bottles and funnels to move and direct the materials. The childminder asks children

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Quality of teaching, learning and assessment is good

relevant questions, such as 'is the bucket heavy or light now?' and whether it is 'hard' or 'easy' to lift. This supports children's thinking skills and understanding.

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Personal development, behaviour and welfare are good

The childminder and her assistants understand young children's emotional development well. They provide comfort and explain things in a reassuring, simple way which helps children understand routines and boundaries. For example, the childminder explains changes to routine, such as the arrival of a visitor, carefully to children. Children are well behaved and kind to each other. They demonstrate good manners, using 'please' and 'thank you' without prompts. The childminder and her assistants encourage children during play. They praise children's efforts and recognise their achievements enthusiastically. This helps children to persevere with difficult tasks and to try again if they do not succeed the first time. Children have lots of opportunities to be active outside in the fresh air. Younger children are delighted when they succeed in climbing to the top of the slide by themselves.

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Outcomes for children are good

All children, including those with special educational needs and/or disabilities, make good progress from their starting points. They develop useful skills for their future learning. For instance, children work together as a team to achieve a task, such as filling and lifting a large bucket with water.

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Setting details

Unique reference number EY477954 Local authority Norfolk Inspection number 10075994 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 - 10 Total number of places 12 Number of children on roll 25 Date of previous inspection 4 April 2016

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Registers

The childminder registered in 2014 and lives in Bradwell. She works with two assistants. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for 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

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

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