Childminder in West Northamptonshire

Inspection report for early years provision

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Unique reference number EY421783 Inspection date 20/07/2011 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. She lives with her three children aged 11, eight and one year in a house in the centre of Northampton. The childminder uses the ground floor of the property for childminding activities with toilet facilities also available on the ground floor. There is no garden for outside play. The family have two turtles and some fish in a covered tank. The childminder is registered to care for a maximum of four 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 on a part-time basis. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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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 friendly, child-centred home where the childminder promotes most aspects of children's care and education in a suitably inclusive manner. Each child is valued as a unique individual and children make good progress in their learning and development. Planning, observation and assessment systems are in place and sufficiently linked to the Early Years Foundation Stage to secure children's progress. The childminder builds strong relationships with parents to underpin children's welfare. She is beginning to use informal self-evaluation as a process for identifying 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?

 develop self-evaluation to identify strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

Children experience a good quality of care and education in this childminding setting. The childminder offers a secure, warm and safe environment and she has developed clearly written policies and procedures and all required written records, to underpin the safe and effective management of the service. Children's welfare is promoted well because the childminder has a good understanding of her responsibilities relating to safeguarding children. This is supported by reference materials and a written procedure which enables her to identify any child at risk of harm and take appropriate action. All relevant household members are appropriately checked and deemed suitable to be in contact with children. Comprehensive risk assessments are in place and effective action is taken to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 manage or eliminate risks for children.

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the early years provision

Children make good progress in their learning and achieve well because the childminder makes good use of resources. Her home is welcoming and resources are well organised and accessible in the living room, enabling children to make independent choices about their play. The childminder supplements play with planned activities and visits outside the home. She makes regular use of local Surestart centres, playgroups and nursery settings to supplement and extend children's play experiences. The childminder makes daily use of local parks to provide children with opportunities to develop their physical skills and outdoor experiences. The childminder has a good understanding of anti-discrimination and this means that she provides a service which is inclusive for all children and their families. She ensures that she understands and responds to each child's individual needs, background, cultures and beliefs. She uses this knowledge when she

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the early years provision

encourages children to celebrate the differences which make us all unique, offering them information about other ways of life and encouraging them to respect diversity.

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the early years provision

The childminder has good partnerships with parents and carers, and parents give positive responses to questionnaires. The childminder keeps parents well informed of their children's activities and progress through regular discussions about daily events. The childminder is aware of the requirement to develop partnership working with other agencies and others sharing care of the children. For example, she has written to school staff requesting contributions towards her own assessment of children's attainment. The childminder has the skills to ensure that children who have additional development needs are identified and are offered appropriate activities and learning opportunities.

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the early years provision

The childminder demonstrates enthusiasm for her work and is well motivated to continue to make changes that improve the outcomes for children. She has begun to seek the views of parents and children and informally reflects upon her own practice. For example, having provided cushions for her book area, the childminder was disappointed to find that the children were throwing these around the room. She drew upon her experience of working in a nursery and adapted an idea from the 'Baby room' project, purchasing a net tent to encircle her book area which now provides a quiet, cosy enclosure. However, she has not completed a formal self- evaluation document to support her continuous improvement.

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and outcomes for children

This friendly childminder has recently established her service and treats children with warmth and kindness. Children are well supported in their learning and all six areas of learning are covered in the daily programme. Children feel safe and happy and enjoy being in the childminder's home. This is evident by the way in which children readily accept the visiting inspector as they wake from their nap and quickly continue with their play. The childminder sets toys out attractively to entice children's interest. For example, a floor tray is filled with sand and an This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 arrangement of plastic animals and trees, a large lump of rock and smaller pebbles and shells.

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and outcomes for children

She capably guides learning from child-led interests and play, sustaining competent levels of interaction with the children which develops positive attitudes to learning. She sits on the floor, encouraging children to explore a box of different types of ball. They roll a shiny ball back and forth and she promotes stretching and reaching. The childminder intuitively extends children's language and vocabulary, repeating what children say and adding words to model a longer sentence. For example, she pushes children on a sit-and-ride toy, commenting that they are going forwards and reversing to manoeuvre about the living room. The days are well-structured and flexibly planned 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. The childminder supplements her resources through extensive use of the local toy library.

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and outcomes for children

Planning of daily routines is appropriately flexible and responsive to the needs of children and the childminder ensures that she provides a balance of activities across the differing days of minding activity. Children have plentiful opportunities to develop their physical skills in the fresh air because the weekly routine includes daily opportunities to walk to and from school and local parks. Children enjoy an extended range of play activities and develop their social skills with other children as they visit appropriate group settings and the Children's Centre. The childminder has begun to assemble assessment information in line with the requirements. Planning, observations and next steps are suitably linked to the Early Years Foundation Stage criteria to actively promote children's progress.

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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. Children enjoy a wide range of healthy foods and the childminder actively supports parents with 'led weaning', where children eat finger foods in preference to mashed food. 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. Children's behaviour is managed very well and effective strategies ensure their social, physical and economic well-being is 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 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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