Childminder in North NorthamptonshireOfsted inspection, 18 May 2011

Inspection report for early years provision

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Unique reference number EY278260 Inspection date 18/05/2011 Inspector Hazel White

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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 2004. She lives with her husband and three children aged 13, eight and four years. They live near the town centre in Kettering, Northamptonshire. The ground floor of the childminder's house is used for childminding, with access to rooms on the first floor for sleeping and toileting. There is a rear garden for outdoor play. The family has 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 up to five children at any one time when working alone and up to fifteen, including eight in the early years age group, when working with two assistants. There are currently 18 children on roll, all of whom attend part-time. Five of these children are within the early years age group.

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Description of the childminding

The childminder walks to the local primary school to take and collect children. She regularly attends local toddler and childminding groups and is a member of the National Childminding Association and the Northamptonshire Childminding Network. The childminder provides funded early education for three and four-year- olds. She has a recognised early years qualification to level 3 and has successfully completed the National Childminding Association quality assurance scheme at level 3.

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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 make excellent progress in their learning and development due to the childminder's comprehensive knowledge and skills in assessing and planning. Her home is extremely well organised to ensure children are provided with a wealth of exciting experiences. She provides an inclusive service where each child is valued and their individual needs known and met. Excellent partnerships are in place with parents and she is aware of the importance of working with others involved in the children's care. The childminder demonstrates a positive attitude towards continuous development and is developing systems for self-evaluation. Documentation is generally well maintained, however, daily attendance records need some attention.

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further?

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

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further?

 develop further communication methods between other early years settings to help complement children's education and care and to help to ensure consistency  improve existing children's daily attendance records. 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 clear awareness of her responsibility with regard to protecting children from abuse. A written safeguarding policy is shared with her childminding assistants and parents. She would refer to Northamptonshire Safeguarding Children Board procedures should concerns need to be raised. Children are well supervised because the childminder is always accompanied by an assistant. Necessary checks for herself and her family have been completed and children are never left unsupervised with a person who has not been vetted. A written risk assessment identifies how potential hazards both indoors and outside have been identified and addressed. A wealth of well-written policies, procedures and documentation is in place, the majority of which are well maintained. However, children may not be accurately accounted for because the system for recording children's attendance does not clearly reflect the times all children are

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the early years provision

Children flourish in the childminder's care. She provides a warm and welcoming environment which fosters children's sense of wellbeing. They access bright and interesting playrooms where they see their work displayed and view photographs of themselves at play. Rooms are exceptionally well organised and equipped with a wide range of good quality toys and resources. Many are readily available to children in order to assist with their independence. They have access to all downstairs rooms and each is set up for specific types of play, for example, imaginative and pretend play, creative and quiet activities. Children freely move between rooms and make decisions about their play. The childminder loans additional toys and visits local community groups to enhance and add variety.

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the early years provision

The children are becoming aware of their own needs and respect the needs of others. The childminder has a good underpinning knowledge and understanding of the needs of children with disabilities and difficulties and of those who speak English as an additional language. Arrangements are made to ensure all children are included. There are a broad range of resources to help children learn about a diverse society through their play. Opportunities to promote the children's understanding of the wider world are further enhanced because there are planned activities to develop the children's appreciation of diversity. All children are valued as individuals which actively promotes inclusion.

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the early years provision

The childminder has developed exceptional relationships with parents and there is an excellent two-way flow of information. Parents benefit from accessing a portfolio of informative policies and procedures which ensures they are well informed. A daily diary records children's routines and the activities they have taken part in. These are given to parents at the end of each day and they are actively encouraged to add their comments. They can also access their children's learning journals at any time. Parents show complete satisfaction with the service, which is detailed on written questionnaires. They are highly complimentary of the childminder and the care she provides. For example, they state that children settle very well and enjoy the wide variety of activities provided. The childminder is also developing good relationships with the schools and pre-schools children attend on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

a regular basis. However, communication is not yet fully focused on children's learning and development.

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the early years provision

The childminder is enthusiastic and committed to improving her practice. She chose to complete the Ofsted self-evaluation form and has made a good effort to look at areas for improvement which will have a positive impact on all children in the future. For example, to increase resources and review the learning journals. She has addressed the recommendation raised at the previous inspection which was to update behaviour management procedures. In addition, she attended a course which has had a positive impact on children's behaviour. The childminder works in partnership with the local authority early years advisors and has a recognised level 3 qualification.

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and outcomes for children

The childminder's excellent knowledge of how children learn through play is used highly effectively to ensure that children reach their full potential. She obtains initial information about what children can do so that she has a starting point in which to begin their learning and development. Regular observations help to identify the appropriate next steps in each child's learning and to plan for the following week. She takes into account who will be present and their individual interests. The childminder works closely with the parents by regularly asking them to complete forms to update her on what their children have been interested in at home. This enables her to effectively plan to incorporate each child's needs. The children engage in a highly extensive range of play opportunities that help them to extend their learning and make rapid progress in their development.

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and outcomes for children

Children are happy, secure and move confidently around the play areas. They develop warm, trusting relationships with the childminder, her assistants and her family. She is calm, kind and patient and supports them in all that they do. They learn to make decisions in all aspects of their time in the setting, for example, choosing which colour plates and cups they want at lunch time and deciding which room they want to play in. Through skilful questioning and prompting, the childminder helps children to problem solve. They twist and turn building blocks so that they fit on top of one another and learn that the largest one needs to be at the bottom so that they do not topple over. Children count, identify colours and learn to work together. Older children help other's decisions about their play, for example, stating 'why don't you copy me using the stickle bricks'.

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and outcomes for children

The rooms contain extensive visual images at appropriate height, including posters and photos of all of the children who attend. Children develop their mark-making skills as they draw on a chalkboard in the garden and access writing materials in their role play. For example, they write shopping lists and make appointments. This supports their understanding that they can write for a purpose. They develop a love of books because they self-select from a wide range and enjoy listening to stories. Children use musical instruments to accompany action songs, listening to the rhythm and skilfully stopping and starting at the correct time. They are helped in learning skills which will aid their future economic wellbeing, including the use of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 modern technology, such as interactive toys.

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and outcomes for children

Children are learning about the similarities and differences between themselves and others through well-planned activities and experiences. For instance, in celebration of the Chinese New Year, children dress up in traditional costumes and learn about the country's currency, food and the zodiac. They show great excitement as they are provided with fortune cookies and Chinese crackers. A wide range of toys and activities positively reflect race, culture, gender and disability. In addition, the childminder uses a resource centre to add to the selection. As a result, children knowledge and understanding of the wider world is fully enhanced. Children are polite and talk kindly to each other. They learn to take turns and share equipment as they play together, with any disputes used as opportunities for the childminder to develop children's understanding of fair play. Children know what is expected of them through familiar routines and clear explanations.

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and outcomes for children

The childminder takes highly effective precautions to ensure the children in her care remain healthy and free from cross-infection. She holds a current first aid certificate, and thorough medication records are retained, with the parents being requested to give prior written permission for its administration. Exemplary hand- washing facilities are in place, with notices to remind children, therefore reinforcing their learning. Children enjoy an excellent range healthy snacks and meals and can readily access their drinks so that they do not become thirsty. They have daily opportunities to play in the garden areas and enjoy being in the fresh air. They also benefit from planned visits and outings in the local community and further afield. Children's safety is given high priority. They learn how to behave safely, for example, by not walking in front of the swing. When out and about they wear high visibility jackets and learn about road safety and why it is important to use a

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and outcomes for children

pedestrian crossing. 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 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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