Childminder in Norfolk

Inspection date 23 July 2019 Previous inspection date 20 August 2018

p.1

3

Previous inspection: Requires improvement

p.1

3

Effectiveness of leadership and management Requires improvement

p.1

3

Quality of teaching, learning and assessment Requires improvement

p.1

3

Personal development, behaviour and welfare Requires improvement

p.1

3

Outcomes for children Requires improvement

p.1

This is a provision that requires improvement

n The childminder does not provide her assistants with effective, regular supervision and coaching to promote a culture of mutual support, teamwork and continuous improvement. n The childminder and her assistants have not engaged in professional development or training to improve their knowledge and raise the quality of teaching. n The childminder and her assistants lack understanding of strategies that help children to manage their more challenging behaviour in a positive way. n Accidents and medication administration have not been fully recorded on each occasion to provide an accurate record. n Adults do not make the best use of opportunities to use effective questioning to extend children's knowledge and help them to think critically.

p.1

It has the following strengths

n The childminder provides a child-centred learning environment. Children benefit from a varied range of toys and activities in their own playroom. n The childminder knows the children well. Children's home routines are followed and when children are upset, they are offered a reassuring cuddle. n Children are given a range of opportunities to become independent. Younger children practise eating with a spoon, and older children help themselves to drinks and are encouraged to help to tidy away toys.

p.1

What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must: Due date put in place effective arrangements for the supervision of assistants, to include appropriate performance management procedures, support and training to enable them to develop their practice and improve the quality of teaching 23/09/2019

p.2

What the setting needs to do to improve further

undertake appropriate professional development opportunities, including behaviour management, to ensure that children are offered quality learning and development experiences that continually improve 23/10/2019

p.2

What the setting needs to do to improve further

keep an accurate written record each time medication is administered to a child 09/08/2019

p.2

What the setting needs to do to improve further

ensure that an accurate written record of accidents or injuries and first-aid treatment is maintained. 09/08/2019

p.2

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 improve the quality of teaching by using effective questioning to extend children's knowledge, challenge their thinking and help them to think critically.

p.2

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, assistants and children during the inspection. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of those living and/or working on the premises. n The inspector took account of parents' views by speaking to a small number of parents during the inspection and by viewing their comments in questionnaires.

p.2

Effectiveness of leadership and management requires improvement

Safeguarding is effective. Since the last inspection, people working and living on the premises have undergone appropriate suitability checks. The childminder and her assistants maintain a safe environment for children. They have an adequate knowledge of child protection issues. They can recognise signs of potential abuse and know how to escalate concerns to outside agencies. However, the assistants' performance is not sufficiently monitored and they do not have appropriate support to improve teaching practice. The childminder and her assistants have not engaged in professional development or training to extend their skills and knowledge to help children make good progress. There are procedures to follow when dealing with accidents and administering medication but, on occasions, some written records of accidents and medication administered are not accurately completed.

p.3

Quality of teaching, learning and assessment requires improvement

The childminder gathers information about children from parents when they first start. She follows children's interests, gets down to their level and engages them in play. She helps children pronounce words correctly and sounds out letters. However, she does not always ask questions to extend children's knowledge and help them to think critically. In addition, assistants concentrate more on care routines and supervising the children, as opposed to engaging purposefully with children to help them learn. The childminder and her assistants observe children's achievements and carry out assessments to monitor their progress, including a progress check for children aged between two and three years. The childminder talks to parents and keeps them appropriately informed. When the childminder identifies gaps in children's language development, she shares this with parents and seeks support from other agencies. She engages with schools that children

p.3

Quality of teaching, learning and assessment requires improvement

will move on to and shares information to ease transitions.

p.3

Personal development, behaviour and welfare require improvement

The childminder promotes children's understanding of healthy lifestyles. For example, she talks to children about the benefits of eating fruit at snack time. Children know why they need to have sun cream applied when it is sunny outside and are encouraged to drink plenty of water on hot days to keep hydrated. Overall, children are able to make choices and play cooperatively with each other. When they need help, they are reminded to share and take turns at activities. However, adults have fewer strategies to manage more challenging behaviour, to help children to learn how to moderate their own behaviour in a positive way.

p.3

Outcomes for children require improvement

Children make steady progress and are developing some skills in readiness for their next stage of learning. However, weaknesses in the quality of teaching do not help all children make the best possible progress. Nevertheless, children play imaginatively with dolls during their role play, explore in the sand and move safely on the soft-play equipment. They hold pencils correctly and some recognise letters and are beginning to sound these out. Children have opportunities to count and they clap along to music and familiar songs.

p.3

Setting details

Unique reference number EY252806 Local authority Norfolk Inspection number 10078045 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 10 Total number of places 18 Number of children on roll 25 Date of previous inspection 20 August 2018

p.4

Registers

The childminder registered in 2003 and lives in Gorleston, Great Yarmouth. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year- old children. She works with two assistants. The childminder holds a childcare qualification at level 3. One assistant holds a qualification at level 2.

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