Symonds, Rochine Marie

Inspection date 11 April 2019 Previous inspection date 15 March 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 seeks the views of parents and children through questionnaires and regular conversations to help ensure her setting meets their needs. She uses this information to identify areas to focus on. For example, the childminder recently redesigned her garden area to provide a sheltered all-weather area of decking for children to use. n Children thrive in the childminder's bright, warm home. They are motivated and confident learners who play and interact energetically. They make good progress and develop useful skills for their next stage in learning. n The childminder has a strong understanding of child development and how to promote children's learning. She regularly monitors children's progress and provides parents with updates. n Children enjoy sociable mealtimes. They talk to their friends enthusiastically and laugh at each other's silly jokes. Children demonstrate good manners. They say 'please' and

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This provision is good

remind each other not to talk with full mouths. n The childminder promotes opportunities for children to learn about their personal safety and the safety of others. For example, she teaches children about road safety. Children talk confidently about the rules they use on walks to school or the park. n Parents comment on the friendly, welcoming manner of the childminder and her assistant. They talk about how well the childminder knows their children as individuals. Parents report feeling well informed about their child's day. They appreciate the healthy meals and snacks provided. n The childminder has not been consistently successful in gathering information about or providing specific guidance to support children's learning at home. n The childminder has not fully established the arrangements for the supervision of her assistant and reflective practice, to help drive teaching to a higher level.

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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 explore further ways to gather information about and provide support for children's home learning so it can be fully included in assessments of their progress n establish arrangements for observation and supervision of assistants, to help raise the quality of teaching and learning to a higher level.

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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 the childminder, her co-childminder, assistant and children at appropriate times during the inspection. n The inspector took account of the views of parents spoken to during the inspection and through written feedback provided.

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Effectiveness of leadership and management is good

The childminder works as part of an effective team with her co-childminder and assistant. The childminder reviews her policies and procedures with them regularly to promote consistency and a shared approach. The arrangements for safeguarding are effective. The childminder, co-childminder and assistant all have a strong understanding of safeguarding practice and regularly update their child protection training. They know the procedures to follow if they have any concerns about the welfare of children. The childminder introduces ideas from training, such as a new assessment approach, to support her practice and improve outcomes for children. She has built strong links with professionals and other settings children attend. This supports children's good progress and early intervention to close any gaps in learning.

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Quality of teaching, learning and assessment is good

The childminder plans activities which motivate and support children to learn and explore. Children's mathematical development is supported well. Adults encourage children to use counting cubes to make shapes and help them think about addition and subtraction. Children delight in matching stickers to the correct posters as part of a 'shape and colour hunt'. The childminder teaches older children to play a hide-and-seek game with a shell. She carefully explains the rules of the game, particularly that the 'finder' has to close their eyes. Adults encourage children to practise making meaningful marks during play and activities. When children request to write 'mummy' for a card they are making, adults provide examples and encourage them to sound out the word as they form letters.

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Personal development, behaviour and welfare are good

The childminder organises her environment to encourage children to make choices about what they want to do next. She sticks photographic labels to storage units, which helps to support younger children's understanding of what is inside each box. Children show that they feel safe in the setting and they happily interact with all of the adults. They talk about special home activities, such as ballet classes. Adults demonstrate enthusiastic interest and ask questions which encourage further conversation. Children demonstrate pride in their achievements. Younger children delight in telling visitors the different colours of bricks and older children are eager to show their clear, neat handwriting. Children's behaviour is good. They are kind, polite and respond well to adult encouragement to take turns with toys. Children enjoy physical play outside. They run, jump, pedal and push themselves along on ride-on toys. Children enjoy 'cooking' in a

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Personal development, behaviour and welfare are good

mud kitchen. Young children match and fit lids to the cooking pots.

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Outcomes for children are good

Children confidently carry out tasks such as collecting eggs from the childminder's pet chickens or giving out plates at mealtimes. They learn to manage their own self-care needs, such as going to the toilet independently and getting dressed to go outside. Older children are developing good mathematical skills. They enjoy counting and show a keen interest in addition and subtraction. Children develop social skills and friendships. They play cooperatively and frequently invite others to join in.

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Setting details

Unique reference number EY436743 Local authority Norfolk Inspection number 10074976 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 - 9 Total number of places 18 Number of children on roll 28 Date of previous inspection 15 March 2016

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Registers

The childminder registered in 2011 and lives in West Caister, Norfolk. She works from her home with her co-childminder and an assistant. The childminder operates all year round from 7.30am 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. The childminder holds an appropriate early years qualification at level 3. Her co-childminder holds qualified teacher status.

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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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