Childminder in Norfolk

Inspection date 7 June 2019 Previous inspection date 27 May 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 provides children with a welcoming environment. Children settle quickly and feel safe and secure in her care. They are confident to explore their surroundings. Children are happy and actively engaged during their time at the setting. n Children receive a wide variety of experiences. For example, the childminder attends groups with the children and plans trips to local places, such as the park and soft-play area. These successfully broaden children's knowledge of the wider world and help to extend their social skills and confidence as they meet with other adults and children. n The childminder observes children during activities and monitors their progress regularly by tracking their development. This enables her to identify any gaps in learning and provide additional support. Children make good progress in readiness for school. n The childminder is committed to providing children with good-quality care and learning

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This provision is good

experiences. She reflects on her practice to identify improvements. The childminder evaluates the success of activities she plans for the children to help identify ways of improving their experiences. n The childminder does not gather precise information from parents about what children are learning at home when they first start at her setting. n The childminder does not share detailed information with other settings children attend to fully promote continuity of care and learning.

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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 work more closely with parents to gather detailed information about what their children can already do so that their starting points in learning can be collaboratively identified on entry n extend partnership working with other early years settings children attend, in order to fully promote continuity of care and learning for children.

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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 spoke with the childminder during the inspection. She looked at relevant documentation, including children's records and the childminder's policies and procedures. n The inspector spoke to children during the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder and those living on the premises. 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 understands her responsibility to keep children safe from harm. She knows the possible signs of abuse and neglect, and understands the wider issues surrounding child protection. The childminder knows how to report any concerns she has about children's welfare. She keeps up to date with developments and regularly engages with other childminders to share good practice and new ideas. The childminder reviews her policies and procedures to ensure that they are in line with current legislation and guidelines. She shares her policies with parents, which provides them with the reassurance that their children are safe and well cared for. Written testimonials from parents demonstrate the high regard they have for the childminder.

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Quality of teaching, learning and assessment is good

The qualified and experienced childminder understands how children learn and her role in supporting this. She provides a well-resourced environment and plans activities to meet children's individual play and learning needs. Children choose freely from the toys available to them. They are keen to try out new experiences, such as investigating foam and water beads with their hands in the outdoor kitchen. The childminder gets down to children's level and joins in with their play experiences. She talks to children throughout activities and uses opportunities to incorporate numbers and colours into children's play.

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Personal development, behaviour and welfare are good

Children have daily access to fresh air and exercise. This helps to promote their good health and support their physical development. The childminder pays close attention to health and safety. She is vigilant and carries out daily checks of the premises to ensure that all areas used by the children are safe and suitable. The childminder discusses children's individual needs for sleep and rest with parents. She follows established routines, promoting continuity of care. Children behave well. They develop a practical sense of responsibility as they help the childminder to tidy away toys. The childminder provides children with praise as she recognises their efforts and achievements. Children develop their confidence and sense of self-esteem. They develop an understanding of risk through everyday routines and outings. For example, children practise the emergency evacuation drill with the childminder.

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Outcomes for children are good

Children make good progress and are working comfortably within the range of development typical for their age. They acquire many skills that they need in preparation for the next stage in their learning, such as moving on to nursery or starting school. Children experience sociable mealtimes and demonstrate good levels of independence. For example, they have a go at cutting up their fruit at snack time and collect their shoes before going outside. Children learn about healthy practices such as washing their hands after playing outdoors and before eating. They attend to their own personal care needs, relevant to their age and ability. Children have regular opportunities to develop their early writing skills.

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Setting details

Unique reference number 256073 Local authority Norfolk Inspection number 10071050 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 - 8 Total number of places 6 Number of children on roll 16 Date of previous inspection 27 May 2015

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Registers

The childminder registered in 1998 and lives in Dereham, Norfolk. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. 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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