Childminder in North Northamptonshire

Inspection report for early years provision

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Unique reference number EY269903 Inspection date 05/01/2011 Inspector Ann Austen

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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 2003. She lives with her husband and two children aged 11 and seven years in the Ise Lodge area of Kettering, Northamptonshire. The childminder's home is close to shops, parks, schools and public transport links. The whole ground floor of the childminder's house is used for childcare purposes. Toilet and sleeping facilities are provided on the first floor. There is a fully enclosed garden for outdoor play. The childminder has a pet cat.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding four children in this age group. She also offers care to children aged over five to 11 years. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder takes and collects children from the local school and attends various groups on a regular basis. She is a member of an approved childminding network.

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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

Children are cared for in a welcoming and inclusive environment and make good progress in their learning and development. Policies and procedures are generally effective and inclusive for those children who attend. Partnerships with parents are very positive and the childminder understands the importance of developing relationships with other providers and services to promote the integration of care, education and any extended service. Self-evaluation is used to evaluate practice and to identify areas for improvement.

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further?

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

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further?

 ensure that a full risk assessment is carried out for each type of outing. 31/01/2011

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further?

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

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further?

 develop further systems to ensure that ongoing assessment is used to identify learning priorities for each child. 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 takes the necessary steps to safeguard and promote the welfare of children. A clear safeguarding policy is in place and shared with parents. This policy, together with her attendance at training sessions, access to appropriate guidance materials and contact numbers, enables her to identify the indicator signs of abuse and take appropriate action. Risks of accidental injury are minimised because the childminder supervises the children well and carries out regular risk assessments of all aspects of her home. Safety equipment is used according to the age and needs of the children attending, for example safety barriers prevent children from accessing areas of danger, low-level kitchen cupboards are inaccessible and the premises are secure. Consequently children are able to move around safely and independently. However, a full risk assessment has not been carried out for each type of outing. This potentially compromises children's safety

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the early years provision

and is a specific legal requirement. The childminder holds a current paediatric first aid certificate. Effective procedures are in place to record and monitor any accidents and for the safe administration of medicines. As a consequence children's health and well-being is well promoted.

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the early years provision

The childminder holds a National Vocational Qualification Level 3 and is committed to the continual development of her practice by her attendance at training and her involvement in a recognised Quality Assurance scheme. The childminder has a positive approach to reviewing her procedures. She uses ongoing self-reflection and parental questionnaires to evaluate her provision, identifying strengths and areas for development in order to improve outcomes for children. Policies and procedures required for the safe and effective management of the childminder's practice are effectively maintained. Each policy underpins her practice well. The childminder cultivates an environment of equality and respect where children receive attentive care and purposeful conversation. Resources are good, fit for purpose and easily accessible so that children can make independent choices in their play. As a result the environment is conductive to learning. The childminder

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the early years provision

understands the importance of liaising with other providers who deliver the Early Years Foundation Stage, which ensures progression and continuity in the children's care and learning. She is able to provide care and support to children who speak English as an additional language and children with special educational needs and/or disabilities through discussing their needs with parents.

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the early years provision

The childminder has a highly positive relationship with all groups of parents and carers. This is because inclusive systems of communication ensure that there are consistent and productive partnerships. For example, parents are actively encouraged to contribute information relating to their child's learning and development. Information is exchanged to ensure that specific dietary needs and preferences are catered for and that any medical needs are known and accurately met. The childminder supports parents to spend time settling their child and provides individual reassurance to parents as required. Parents are kept very well informed about their children's achievement, well-being and development. For example, comprehensive verbal information is regularly exchanged and parents can review their child's development record folder at any time and are encouraged This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

to contribute their comments. Parents receive tailored guidance and information about the Early Years Foundation Stage to enable them to support their children's learning. They speak very positively about the childminder and the service provided.

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and outcomes for children

Children are making significant advancement in their learning as they progress towards the early learning goals. Their individual progress is consistently good in relation to their capabilities and starting points in their learning. Children are active learners and have opportunities to participate in child-initiated and adult-led play. The childminder records regular observations and takes photographs of each child's achievements and interests against the six areas of learning. However, systems to evaluate this information to identify learning priorities are not fully developed. This potentially compromises children's learning and development.

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and outcomes for children

Children settle very quickly into the childminder's care and become engrossed in the activities with their peers. They are happy and well settled. The childminder plays alongside the children and offers gentle support and encouragement. She successfully builds on their ideas and asks relevant questions which provokes their thinking and extends their learning. As a result children are learning to concentrate and persevere at their chosen activity. Children are developing their independence and are learning to take responsibility, for example, they dress for outdoor play and collect the paint pots to paint their bird feeders. They communicate with growing confidence as they describe their experiences and suggest their ideas. Children sit quietly and are learning to listen attentively to stories responding to what they have heard by relevant comments, questions and actions. They make marks as they draw, use chalk and paint. Children show an interest in numbers

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and outcomes for children

and counting, for example, children count the number of sweets on the biscuits and the number of ducks in the story. They learn to solve problems as they fit the puzzle pieces together and sing number rhymes to extend their awareness of subtraction.

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and outcomes for children

Through a range of first-hand experience, children are learning about the world around them. Children note seasonal changes, grow vegetables such as cucumbers and tomatoes to observe growth, collect leaves on autumn walks and bake cakes and melt chocolate to observe how ingredients change. Children learn how to care for the rabbit and thoroughly enjoy using their pretend binoculars to search for birds in the garden. This actively broadens children's range of experiences. Children are beginning to appreciate diversity and are developing a positive view of society and the wider world. For example, children learn about a variety of celebrations and festivals, such as Diwali, and access resources which positively reflect people of other races, cultures and abilities. Children enjoy a good range of activities and resources to support their creative development. For example, children use their imaginations as they play in the home corner and shop, dance

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and outcomes for children

and attend music sessions. Children print pictures using apples, make tissue paper poppies, create hand prints and make gingerbread Christmas tree decorations. They are learning to confidentially recognise and identify colours as they play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Consistent routines and supportive adult interactions help young children to feel secure and confident in the setting. Children learn about stranger danger, road safety and how to evacuate the building in the event of an emergency. Children are polite and caring towards each other as they develop an understanding of the needs of others. They behave well, learn to share, take turns and receive support, praise and encouragement from the childminder which actively builds their confidence and self-esteem.

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and outcomes for children

Children benefit from a clean, warm and comfortable childcare environment. They learn the importance of good hygiene practices through daily routines, for example, children readily wash their hands after using the toilet and after messy play. This sustains appropriate levels of hygiene and helps to prevent the spread of infection. Children's individual dietary needs are acknowledged and met because the childminder takes account of the wishes of parents as she discusses dietary requirements with them. The children enjoy a broad range of physical activities and benefit from regular fresh air and exercise which actively improves their balance, coordination and fitness. For example, children climb on the cube in the playroom and have access to larger play equipment in the garden such as the climbing frame, fireman's pole and slide. Children manoeuvre the diggers, drive the car, scoot on the scooters and play with the hoops and balls. They enjoy activities

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and outcomes for children

which develops their hand-to-eye coordination. For example, children learn to thread the colourful ribbons on the weaving board and handle tools such as the scissors, pencils and paint brushes which growing precision. 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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