Childminder in West Northamptonshire

Inspection report for early years provision

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Unique reference number EY421718 Inspection date 30/06/2011 Inspector Susan Marriott

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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 2011 and is an experienced nanny with a nursery nursing qualification. She lives with her partner and child aged one year in a house in Towcester, Northamptonshire. The childminder uses the ground floor of the property for childminding activities and toilet facilities are also available on the ground floor. There is a fully enclosed garden for outside play. The family has a pet cat. The childminder is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding three children in the early years age group.

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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 warmly welcomed into this newly established setting where the childminder treats them with warmth and kindness, nurturing their development. She promotes most aspects of children's care and education in a genuinely inclusive manner, valuing each child as a unique individual. Planning, observation and assessment systems are in place to secure children's progress towards the early learning goals. The childminder builds sound relationships with parents to underpin children's welfare. She has begun to use self-evaluation as an effective process for identifying strengths and areas for development in her provision to support continuous improvement.

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further?

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

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further?

 extend the use of the outdoor area as a stimulating learning environment that children can access easily  develop further ways in which to involve parents and carers in their child's learning.

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the early years provision

The childminder uses her extensive experience gained from many years of working with children to promote good quality provision where children are happy and purposefully occupied. The childminding service is well-organised, ensuring that the childminder can devote her time and attention to each child. Children's welfare is properly safeguarded by the childminder, who has a good knowledge of local safeguarding procedures and related issues, ensuring that all eligible household members have suitable vetting checks. Comprehensive risk assessment is in place and effective action is taken to manage or eliminate risks for children. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder has devised a clear procedure for evacuating her home. The childminding service is underpinned effectively by comprehensively written policies and procedures and all required written records.

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the early years provision

The childminder demonstrates keen enthusiasm for her work and is motivated to continue to make changes that improve the outcomes for children. She has recently established her childminding practice and has begun to complete her self- evaluation form. This demonstrates that she can reflect upon her practice in an effective way to gain an accurate picture of her strengths and areas for development. The indoor learning environment positively promotes children's progression towards the early learning goals. For example, children make independent choices about their play because they are able to easily access toys stored in the conservatory in baskets on low shelving. The childminder ensures that children have daily walks in the fresh air as they visit parks and enjoy a wide range of social activities. The childminder has already identified an area for development on her self-evaluation form. She wishes to make more effective use

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the early years provision

of her garden to provide an increased range of activities to promote children's learning outdoors.

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the early years provision

The childminder's sound understanding of anti-discrimination means that she provides a service which is inclusive for all children and their families. She ensures that her home environment, play resources and equipment are available to all the children in her care. A particular strength of the childminder is her ability to reconcile the needs of children of differing ages. For example, she ensures that babies are fully supported included and involved when the older children decide to play musical instruments. The childminder ensures that she understands each child's background, cultures and beliefs. She uses this knowledge when she encourages children to recognise differences, offering them information about other ways of life and encouraging them to respect diversity.

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the early years provision

The childminder demonstrates a suitable understanding of partnership working with other professionals to promote consistent care, but this is not relevant to the current minded children. Parents are offered good quality information about the setting, including information about how to make a complaint. They receive copies of policies, are aware of their child's activities and receive daily updates on activities and progress. The childminder's sound relationship with parents and carers enables her to exchange information about the children and this ensures that the childminder can offer children appropriate support. However, the childminder has identified that there is scope to develop her partnership work with parents and carers.

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and outcomes for children

The childminder has a good knowledge of child development which she has developed over many years of working with children. She is now thriving on being able to apply her skills through her childminding service. She places children at the centre of all she does, sustaining high standards of interaction to guide learning through free play. She effectively develops children's communication skills, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 repeating what children say and extending the sentences to expand vocabulary. For example, she asks if children know what a cauliflower is and relates this to food eaten the previous week. The childminder engages children in shopping role play and talks about the colours of the plates as they pretend to serve food in the toy kitchen.

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and outcomes for children

Children notice a helicopter flying over the conservatory roof and she asks 'where do you think he is flying to?' Children comment on the marks on the face of a play person and the childminder explains that this is a moustache. The childminder is particularly skilled in building children's confidence and self-esteem, intuitively recognising children's needs and providing the appropriate level of support to enable them to feel better or progress further in learning. For example, she effectively promotes sharing and turn taking as she encourages children of varying ages to play together.

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and outcomes for children

Children bond well with the childminder, who takes them to toddler and childminding groups throughout the week to develop their social skills. Children develop their physical skills at the park and play in the garden, although the childminder has plans to improve her use of the garden to promote outdoor learning more effectively. Planning is flexible and individualised to suit the ages and stages of development of the children attending and the childminding setting offers a good range of toys, games and equipment. Observation is recorded in the children's learning journals and appropriately linked to the Early Years Foundation Stage. The childminder effectively identifies the next steps in learning and tracks children's progress using the 'Development matters' criteria. This fuly secures children's good progress across all areas of learning.

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and outcomes for children

The childminder teaches children about keeping safe. For example, she reminds children that they may only cuddle people they know. Therefore, children develop some understanding of ways to protect themselves from abuse, behave in ways that are safe for themselves and others and develop an understanding of dangers and how to stay safe. Children demonstrate that they feel increasingly safe and secure as they readily accept the visiting inspector and involve her in their play. For example, children laugh and giggle as they show off their 'marching' to a familiar nursery rhyme. Children's behaviour is managed very well. For example, children are reminded that 'it is not nice to shout at our friends'.

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and outcomes for children

Children are becoming aware of healthy lifestyles and the relevance of hygiene practices. Ongoing discussions mean that young children understand the importance of daily practices, such as washing their hands before snacks and meals. Suitable documentation is maintained relating to accidents, medication and incidents, and clear procedures are in place, protecting the children's health and well-being. The children learn about keeping safe inside and outside of the home. Effective strategies ensure that children's social, physical and economic well-being are met. 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 3 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 3 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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