Childminder in North Northamptonshire

Inspection report for early years provision

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Unique reference number EY409944 Inspection date 23/11/2010 Inspector Kelly-Anne Eyre

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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 assesses 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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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 was registered in 2010. She lives with her husband and two children aged two and six in Irchester, Northamptonshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outdoor play. Toilet facilities are located on the ground floor. The family has two dogs.

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Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register to care for a maximum of two children in the early years age range and currently has three children on roll in this age group. She also offers care to children aged over five years and this provision is registered on the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll in this age group.

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Description of the childminding

The childminder is able to support children with special educational needs and/or disabilities and those who speak English as an additional language.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder demonstrates a genuine enjoyment of her work and a commitment to continuously improving her practice. This enables her to provide a childminding service which is responsive to children's needs. She is developing effective self-evaluation procedures to ensure that she has a clear overview of her work and to enable her to implement appropriate improvements. The childminder's professional partnership-working with parents and good interaction with children support her in gaining a thorough understanding of each child's needs. She uses this knowledge to ensure that children's needs are consistently met and she is able to offer appropriate support to promote their learning and meaningful inclusion.

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further?

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

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further?

 develop further the assessment and planning procedures to show how children's next steps are consistently fed into the overall planning in order to provide further experiences which are appropriate to each child's stage of development  improve the systems for organisation of the setting by developing the use of self-evaluation to support ongoing improvements. 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 has a thorough understanding of issues relating to safeguarding children, enabling her to promote children's welfare at all times. This is further supported by a practical written procedure, ensuring that she is able to identify children at risk and take appropriate action. The childminder carries out thorough risk assessments in order to minimise hazards and promote children's health and safety. Ongoing explanations and good daily practice help children build up their understanding of safety issues. For example, children discuss road safety and practise this each time they are out.

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the early years provision

The childminder has a good understanding of issues relating to equality of opportunity and this is underpinned by practical policies. For example, she has guidance to support her in ensuring that her toys and resources reflect positive images and are accessible to all children. She gathers appropriate information from parents to give her a clear understanding of each child's background and needs. This information is then used to inform activity planning and in providing support to individual children. The childminder's good partnerships with parents support the ongoing exchange of information about children and thus enable the childminder to offer consistent and appropriate care. Regular discussions and the use of communication books mean that parents are well informed of their child's progress. Consistency of care is further promoted as the childminder has a good understanding of the importance of maintaining close links with other

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the early years provision

professionals. For example, she has practical procedures in place for working with the local pre-school.

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the early years provision

The childminder is committed to continuously reviewing her work and making changes that improve the outcomes for children. For example, recent improvements include the introduction of improved toy storage facilities, enabling children to see what is available and make independent choices about their play. Although the childminder has a clear vision for the future, the self-evaluation process is not fully utilised to inform the overall review of practice. Children are offered a range of activities that support their learning and development because the childminder makes good use of external resources. For example, she uses community facilities such as local parks, toddler groups and a children's session at the library in order to provide an extended range of opportunities.

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and outcomes for children

Children make good progress in their learning because the childminder has a thorough understanding of the Early Years Foundation Stage. She implements appropriate procedures for observing and assessing children, using some of this information to inform the planning of activities and thereby supporting children's individual development. However, this is not fully promoted because the assessment and planning procedures do not clearly show how children's next developmental steps are consistently fed into the overall planning. Children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 behaviour demonstrates that they feel safe and secure with the childminder. They move confidently around the home, independently selecting toys and organising their play. They are therefore supported in taking an active role in their learning and are developing positive attitudes to this.

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and outcomes for children

Children's emotional development is promoted as they develop trusting relationships with each other and the childminder. They are offered ongoing explanations and gentle encouragement from the childminder, helping them to appreciate other people's needs and feelings and to share the toys and resources, thus developing their understanding of appropriate behaviour. This is further supported by the appropriate house rules, ensuring that all children are aware of boundaries and expectations. They gain a good awareness of diversity through daily discussions and the use of resources. For example, whilst exploring play figures, children are encouraged to examine the various features, going on to discuss the different skin tones and the reason for wearing glasses. The childminder's good procedures for working with parents mean that she is able to offer appropriate support to children who have special educational needs and/or

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and outcomes for children

disabilities and those who speak English as an additional language.

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and outcomes for children

The childminder's flexible approach to daily activity planning means that children are supported in determining their own play, with the childminder joining them to extend this whenever appropriate. For example, after observing children playing the keyboard, the childminder introduces additional musical instruments and encourages the children to sing as they play and to listen to the changing rhythm as they play slowly and then faster. The childminder talks with children and uses everyday opportunities to extend their knowledge. For example, while decorating biscuits, children discuss the different colours they are using.

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and outcomes for children

The childminder's good interaction with children helps them to develop their confident use of language. For example, the childminder encourages the children to discuss their play with the small world resources; they become engrossed in extending their scenario, incorporating other resources such as a toy kitchen and dolls. Children's appreciation of the relevance of healthy lifestyles is promoted. Their understanding of good hygiene is developed through daily discussions and good practice. For example, young children competently wash their hands thoroughly and can explain why the harmonica needs to be washed before another child uses it.

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and outcomes for children

Children gain valuable skills for the future as they work together, explore and experiment. For example, they add paint colours to water and use long straws to blow into this, watching as the water changes colour and going on to mix the colours to make new ones. The childminder's good forward planning means that children are offered additional opportunities that promote their development. For example, they enjoy interacting with their peers and participating in new activities when they attend a local toddler group or specialist session at the library. 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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Early Years Foundation Stage

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 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 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: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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