Childminder, Out-of school day care in West Northamptonshire

Inspection report for early years provision

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Unique reference number EY425181 Inspection date 06/10/2011 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 2011. She lives with her sister in the town of Brackley, 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.

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Description of the childminding

The childminder is registered to care for a maximum of six 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 three children in this age group whose times vary. The childminder 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 is a member of the National Childminding Association.

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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 provides an inclusive service where each child is valued and their individual needs are known and met. As a consequence children are well cared for and make good progress in their learning and development. Safeguarding children is given high priority and all documentation is well maintained. The childminder demonstrates a positive attitude towards continuous development and is developing systems for self-evaluation. She builds strong relationships with parents to underpin the children's welfare and development and understands the importance of developing relationships with other providers and services to promote integrated care and education for all children.

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further?

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

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further?

 lead and develop a culture of reflective practice to identify strengths and priorities for development that will improve the quality of the provision for all children and that the targets set to achieve continual improvement are effectively implemented  develop further the outdoor area as a rich and varied learning environment.

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the early years provision

The childminder demonstrates a high level of commitment to promoting children's safety. Arrangements for safeguarding children are robust. The childminder has a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 good understanding of the indicator signs of abuse and is familiar with the procedures to follow to report concerns. A written policy and all relevant guidance documents are in place to support her practice.

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the early years provision

The childminder holds a current paediatric first aid certificate which enables her to act in the best interests of the children at all times. Written permission has been obtained from parents to seek emergency treatment or advice and sound procedures are in place for documenting children's accidents and the administration of medicines. As a consequence children's health and well-being is successfully promoted. The childminder takes appropriate steps to reduce the risks of hazards within the home, garden and on outings. Thorough risk assessments and good supervision allow children freedom to choose activities that offer variety and challenge within safe limits.

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the early years provision

The childminder holds an early years qualification. She has a good knowledge of the Early Years Foundation Stage and ensures that each child's potential is recognised. The childminder has a professional yet caring and sensitive approach which is demonstrated in her practice. She cultivates an environment of equality and respect where children receive attentive care and purposeful conversation. All required records, policies and procedures are maintained and made accessible to parents, for example, a complaints procedure and a behaviour management policy. The childminder is beginning to develop on-going self reflection to identify strengths and areas for development in order to further promote the children's care and education. Some targets have been set for future improvement although to date objectives are still to be implemented in practice.

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the early years provision

The accommodation is welcoming to children and their families. Resources are accessible and effectively support children's learning and development. This enables children to take the initiative and become self sufficient in choosing activities and selecting resources for themselves. However, the outdoor environment is not always effectively used as a learning environment. This potentially limits opportunities for children to develop their knowledge and skills across the six areas of learning whilst playing outside. The childminder is taking appropriate steps to ensure resources and the environment is sustainable. For example, the childminder regularly borrows additional resources from the toy library.

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the early years provision

Partnerships with parents and carers are good. Relationships with parents are open, friendly and professional. Consequently children settle well and are gaining self assurance and confidence with others. Parents receive an information pack about the service provided and information is obtained about the children's care and learning needs, such as, any special dietary or medical requirements. Verbal discussions, home-link diaries and the children's development record folder provide feedback in relation to all aspects of the children's care and learning. Parents have opportunities to continue to contribute information about their children's achievements at home and are involved in self-evaluation by contributing their views and suggestions about the provision. The childminder understands the importance of working in partnership with other providers who deliver the Early Years Foundation Stage to ensure continuity and coherence by sharing information

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with each other and with the parents.

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and outcomes for children

Consistent routines and quality adult interactions help young children to feel secure and develop a strong sense of security and confident in the childminder's care. For example, babies snuggle into the childminder as they slowly fall asleep. Children learn to take responsibility for their personal safety. For example, babies take risks as they develop their confidence learning to sit, craw and walk and older children learn about road safety as they explore the local environment and learn not to touch the cooker during baking activities. Children respond to the childminder's appropriate behaviour-management strategies that take into account their age and stage of development. This is supported by the childminder who praises and encourages which actively builds their confidence and self-esteem.

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and outcomes for children

Children are able to learn the importance of good personal hygiene from an early age because of the well organised routines, practice, through discussion and the good examples that the childminder sets. This is because the childminder implements secure nappy changing procedures and she ensures that her home, toys and equipment are clean. The childminder encourages children to wash their hands after using the toilet and before meals. Although children have meals which are provided by their parents, the childminder tries to ensure that children learn about healthy eating. Babies follow their established feeding routines and are encouraged to take regular drinks. This promotes children's growth and ensures they remain well hydrated and comfortable.

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and outcomes for children

Children are making good progress towards the early learning goals. Activities and play opportunities are planned according to the children's current interests and development needs based on the childminder's observations of them. For example, the childminder keeps well-presented records of her observations including photographs of the children participating in activities and uses the information to plan children next steps in their learning and development.

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and outcomes for children

Children are settled and happy in the childminder's care. They receive good quality attention because the childminder becomes engaged in the children's play, building on their skills which effectively provokes their thinking and extends their learning. Babies' gestures and sounds are acknowledged by the childminder and subsequently their face lights up with a smile. Older children look at books for enjoyment and make marks as they paint and draw. Children are developing their numeracy and problem solving skills. They complete puzzles, weigh ingredients during baking activities and fill and empty containers of water to learn about capacity. Children using their imaginations as they play with the small world and construction resources. They enjoy creative art activities. For example, children paint, make stained glass window butterflies and pasta necklaces.

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and outcomes for children

Babies sensory and hand-eye coordination development is actively encouraged. They lie on the brightly coloured activity mat, play peek-a-boo, look at themselves This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in the mirror, shake the parrot rattle and stretch their bodies to reach the spinning crab. Babies enthusiastically shake the tambourine and throw balls in the ball pond. They giggle with delight when the childminder tickles their toes and enjoy being held in an upright position allowing them to feel the weight on their feet.

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and outcomes for children

Children's experiences are broadened and their social skills encouraged as they go on outings out of the home, such as, walks around the local community, visits to the park and through their attendance at toddler groups. They have opportunities to handle some resources that show positive images of culture, ethnicity, gender and disability which helps young children to appreciate our similarities and differences as they play.

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and outcomes for children

Children have regular access to the outdoors for fresh air and exercise which promotes their co-ordination and fitness and are able to rest and sleep according to their needs. The childminder encourages babies to sit, roll, crawl, stand and walk and older children are learning to develop control over their bodies as they run, manoeuvre wheeled toys, climb the steps of the slide, crawl through the tunnel and rock on the rockers. 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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