Childminder in West Northamptonshire

Inspection report for early years provision

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Unique reference number 220584 Inspection date 04/02/2010 Inspector Jan Burnet

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Type of setting Childminder to 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. 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 . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been registered since 1998. She lives with her husband, adult daughter and children aged 14 and 12 years. The whole of the ground floor is used for childminding and there is a safely enclosed garden for outdoor play. The family has a dog and a cat.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for six children aged under eight years at any one time, and three may be in the early years age group. There are currently two children in the early years group on roll and seven school aged children, of whom two are aged under eight years. The childminder walks to a local school to take and collect children.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

The childminder's understanding of the Early Years Foundation Stage (EYFS) is sound. She promotes children's care needs generally well, although legal requirements are not fully met, and she meets individual developmental needs effectively. The childminder ensures that all children are valued and included. Information obtained from parents helps her to identify and address children's differences. The childminder is aware of her strengths and areas for improvement and uses this awareness to review her practice. Her commitment to continue to monitor and extend her practice within her childminding supports the development of children’s care and learning.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 request written permission from parents for seeking emergency medical advice or treatment (Safeguarding and promoting children's welfare). 12/02/2010

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further?

 make sure that hours of attendance are accurately recorded for every child (Documentation) (Also applies to both parts of the Childcare Register). 12/02/2010

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further?

To further improve the early years provision the registered person should:

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further?

 extend systems for using observation and assessment to inform next steps planning for each child's learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder provides a warm and welcoming environment. She is aware of her responsibilities with regard to supervising the children in her care, and the childminder ensures that children are never left unsupervised with a person who has not been vetted. Necessary checks for herself and her family have been completed. A written risk assessment identifies how potential hazards have been identified and addressed in the home and on outings. However, children's welfare is not fully protected because parents have not been asked for permission for the childminder to seek emergency medical advice or treatment for their child. The childminder is aware of her responsibility with regard to protecting children from abuse and makes sure that her knowledge of local procedures is kept up-to-date. A safeguarding procedure has been drawn up for parents.

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the early years provision

The childminder is aware of the benefits of self-evaluation, and identifies areas for improvement as updating her safeguarding knowledge and developing systems for observing and assessing children's progress. Her commitment to improvement is sound, and two recommendations raised at the time of the last inspection have been addressed. Most records are kept up-to-date and in appropriate order, but the children's attendance is not accurately recorded because periods of time spent at pre-school and school are not identified. The childminder makes sure that resources are chosen for their quality and durability and that they meet the different developmental needs of children well. Toys are maintained in a good state of repair.

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the early years provision

The partnership with parents and other professionals is good. Information is obtained from parents on their child's needs and interests, and the childminder is proactive in making sure that information is shared between herself and the local pre-school, thus ensuring that there is coherence of learning and development between herself, other providers and parents. Written information for parents is thorough and includes policies on safeguarding, complaints, equal opportunities, special needs, managing behaviour, a missing child and a child not collected at the agreed time. The childminder encourages children to gain an understanding of difference, for example she provides resources that reflect different cultures and disability and children gain an awareness of different religious and cultural festivals. In discussion, the childminder explains how she ensures that the needs of children with special educational needs and/or disabilities, and English as an

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the early years provision

additional language are met. For example, by obtaining as much information as possible about each child's individual needs from parents and by agreeing with them how they can work together to meet these needs.

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and outcomes for children

Children participate in purposeful play and exploration. The childminder actively supports children’s learning and development and creates a stimulating learning environment. Systems for identifying individual needs through observations and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessment support children’s learning and development, but systems for planning next steps in learning are not yet fully effective. Parents are actively involved in their children’s learning and development. Initially they provide written detail on what makes their child happy or sad, favourite songs, physical development and social skills. Parents continually share information on their child's interests, for example, a child talks about fire fighters and fire engines because he observed a fire being put out. His parents extended this by taking him to an open day at the fire station and the childminder promoted his learning by providing books and

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and outcomes for children

dressing-up clothes. Assessment folders are regularly shared with parents and they are asked to complete a comments sheet that includes, 'different experiences my child has been having at home' and, 'different experiences my child has been having elsewhere with another carer'.

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and outcomes for children

Children's personal, social and emotional development is strong. They are confident, settled and secure. They behave well, and learn to share and take turns. Achievements and positive behaviour are always acknowledged with praise by the childminder. Children learn how to keep themselves safe, for example, road safety, and they learn good hygiene practices and healthily eating. They are active and develop climbing skills with use of equipment at the park. They develop kicking, catching and throwing skills as they play ball games. Hand-eye and manipulative skills develop with daily practise. Children mould and make marks in dough, and learn to use a spoon, fork, knife and scissors. They build with bricks and learn shapes and colours as they play with posting and stacking toys. Children make marks with a range of writing materials. Their language development is promoted by the childminder as she asks open-ended questions. They have easy access to

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and outcomes for children

The childminder promotes counting and problem solving as she supports children's play. For example, a child talks with her about what to buy from the role play shop. He then uses the scales in the shop and they talk about what is heavy and how they can make the scales balance. The child is making a cup of tea and the top does not fit on the tea pot. The child concludes that the round hole in the top of the tea pot is too big for the small lid. The childminder encourages children to count 'one on one', for example, "can you fetch me three cars". Children are beginning to calculate, for example, a child feels that his friend has more raisins than he because some are stuck together. Children's creativity is promoted and they explore and investigate. They benefit from learning and play opportunities through visits and outings, for example, they visit the library, park, shops and enjoy nature walks. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept) (Also applies to the voluntary part of the Childcare Register) 12/02/2010

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the compulsory part of the Childcare Register (Records to be kept). 12/02/2010

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