Childminder 256011

Inspection date 12 September 2018 Previous inspection date 14 July 2016

p.1

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

p.1

This provision is good

n Children are active and motivated learners. For example, they show an interest in labelling their drawings, asking the childminder what letters they need to write a particular name or word. This supports their early literacy. n Parents praise the childminder's caring and nurturing manner. They appreciate her reliability and the range of activities in and out of the setting that she provides. Parents comment positively on the progress and happiness of their children. n Children talk about their experiences at home, such as what happened at the weekend. The childminder shows interest and asks questions about things they saw or did. This builds children's confidence and self-esteem, as they learn their experiences are valued. n The childminder reviews children's achievements and developmental progress to check the quality of her provision and identify areas to improve. For example, she offers additional craft and writing resources to encourage children to experiment with making

p.1

This provision is good

marks. This helps to promote children's fine-motor and early writing skills. n The childminder demonstrates good teaching skills. She uses her knowledge of each child to extend their learning during play effectively. For example, she uses children's interest in how tall different people are to explore the concepts of growth and age.

p.1

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 make better use of the information gained from parents about what their child can already do, enabling precisely targeted activities to support children to make rapid progress at the earliest stage n increase opportunities to for children to build on their mathematical awareness of concepts, such as quantity, weight and volume.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors 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, including children's learning records and 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.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder ensures she regularly attends child protection training and has a good knowledge of how to promote children's safety and well-being. She understands how to report any concerns she may have about a child's welfare. The childminder is reflective and uses local childminding networks to keep her professional knowledge up to date. She uses the ideas gained to offer new experiences to the children in her care and develop her practice. The childminder seeks feedback and ideas from children and parents. For instance, she asks children where they would like to go on outings and involves them in planning trips, including choosing which transportation to take. The childminder builds effective working relationships with other settings children attend, sharing details of their learning and personal well-being to support continuity in their care.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a broad and varied range of activities, from growing tomatoes in the garden to visiting the station to watch the trains arrive. She organises her environment to enable children to access equipment and toys freely for themselves. The childminder plans activities and experiences for individual children based on their interests and current learning goals. For example, she takes children who are fascinated by cows to a farm to develop their understanding of nature. The childminder works with other professionals to identify ways to support children who have special educational needs (SEN) and/or disabilities. This supports children to make strong progress in areas they find particularly challenging.

p.3

Personal development, behaviour and welfare are good

The childminder supports children's emotional well-being very well. She is warm and shows genuine interest in their ideas and creations. Children are polite and well mannered. They say 'thank you' and 'please' without prompting. Children develop self- care skills, such as going to the toilet independently and effective handwashing. They recognise key rules for staying safe on outings, such as holding hands and crossing the road carefully. The childminder praises children's efforts, recognising their attempts to master skills. For instance, she enthusiastically praises children's pronunciation of difficult words. The childminder actively promotes children's good health. They learn about the importance of healthy foods and enjoy a range of physical activities in the garden and the local park.

p.3

Outcomes for children are good

Children, including those who have SEN and/or disabilities, make good progress. They develop key skills for their next stage in learning, such as nursery or school. For example, children become confident talkers who share ideas and ask questions. They begin to tell stories during their play, creating narratives while they build with bricks and vehicles. Children show a keen interest in books, choosing their favourites for the childminder to read. They use their imagination to play exciting games, using everyday objects in creative ways. For example, they use clear boxes as helmets to pretend to be astronauts.

p.3

Setting details

Unique reference number 256011 Local authority Norfolk Inspection number 10065034 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 6 Number of children on roll 5 Date of previous inspection 14 July 2016

p.4

Registers

The childminder registered in 1992 and lives in Hethersett, Norfolk. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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