Childminder in West Northamptonshire

Inspection report for early years provision

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Unique reference number EY433494 Inspection date 05/03/2012 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 registered again in 2011, having worked previously as a registered childminder for many years. She lives with her partner, one adult child and two children aged 11 and seven years old in the village of Blisworth, Northamptonshire. The childminder's home is close to shops, parks, schools and public transport links. The whole of the ground floor of property is used for childminding, including sleeping and toilet facilities. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The family has a pet dog.

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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. There are currently two children attending who are within the Early Years Foundation Stage, whose times vary. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on the compulsory part of the Childcare Register. 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 effectively for children within the Early Years Foundation Stage. As a consequence, children are well cared for and make generally good progress in their learning and development. The childminder is committed to the development of her practice and has begun to identify strengths and areas for development, in order to ensure continuous improvement. All required welfare requirements are met and the childminder is continuing to develop assessment processes. Partnerships with parents are good and the childminder understands the importance of developing relationships with other providers and services to promote integrated care and education for children.

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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 fully identify learning priorities and to plan learning experiences for each individual child  develop further opportunities for children to develop their knowledge and understanding of the world. 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 implements robust safeguarding procedures. She is alert to possible signs of abuse or neglect and knows how to liaise with the appropriate child agencies. The childminder has attended safeguarding children training and a written child protection policy and all the relevant guidance documents are in place to support her practice. The childminder has up-to-date first aid knowledge and clear systems are in place to promote the children's well-being. For example, the childminder records and monitors any accidents and has clear arrangements in place for the safe administration and storage of medicines. Thorough risk assessments, a secure environment and good supervision ensure the children's safety. For example, the childminder ensures that hazardous substances are inaccessible to children in the kitchen and a safe barrier prevents access to the stairs. Consequently, children move around safely and independently.

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the early years provision

The childminder adopts an organised and business-like approach to her childminding and has attended the required training course since registration. She is beginning to use self-reflection to identify strengths and areas for development, in order to continue to improve practice and therefore, the outcomes for children. All required records, policies and procedures are well maintained and made accessible to parents, for example, a behaviour management policy and a complaints procedure. This ensures the safe and effective management of the provision and helps to underpin the childminder's good practice.

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the early years provision

The childminder treats all children with respect and sensitivity. Children are valued and have equal access to a range of activities and opportunities provided. The accommodation is welcoming and conductive to learning, for example, evidence of the children's work is displayed and a good range of quality resources are accessible. This enables children to take the initiative and become self-sufficient in choosing activities and selecting resources for themselves. The childminder understands the importance of working in partnership with other providers, who deliver the Early Years Foundation Stage and with other professionals to ensure continuity and coherence by sharing information with each other and with the parents. However, to date the childminder has not had to implement this in practice.

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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. The childminder shares her portfolio with parents at the start of the placement and they are able to contribute what they know about their child when first attend. For example, information is exchanged to ensure that specific dietary needs and preferences are catered for and any medical needs are known and accurately met. Verbal discussions, home- link diaries and the children's development record folders, provide feedback in relation to their care and learning. Also the childminder is continuing to develop systems to encourage parents to contribute their ongoing comments to these documents. Parents speak positively about the care and learning provided. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are making good progress in their learning and development, in relation to their capabilities and starting points. They feel at home, interact well and enjoy their time in the childminder's care. The childminder records observations and takes photographs of each child's achievements and progress. She is continuing to develop the skills to evaluate this information against the six areas of learning to identify children's next steps. However, this is not fully established and as a consequence, the planning is not always sufficiently focussed on children's future learning needs. This potentially compromises the range of experiences provided for each individual child.

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and outcomes for children

Children are actively encouraged to try and do things for themselves, for example, they help to tidy away the resources, spread butter on crackers for their snack and help to unload the dishwasher. As a consequence, children are developing their independence and are learning to take responsibility. Children whose speech is not yet developed are beginning to develop their early communication skills through their interactions with the childminder. They are encouraged by the childminder to imitate animal sounds and she asks open ended questions, which require children to respond. Children have access to a good selection of books and enjoy listening to stories. They make marks as they draw, chalk and paint. Children learn to count and solve problems. For example, they count the number of children to decide how many bowls they need for snack, they learn to recognise different shapes, complete puzzles and learn to differentiate between big and small.

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and outcomes for children

Children explore different media and materials using their senses, for example, the carpet fabric, wooden logs and bubble wrap. They thoroughly enjoy manoeuvring vehicles in the saw-dust and playing in the sand and water. Children decorate fish using a variety of collage materials, fill plastic bottles with pom poms and sticks to make shakers, use rollers to paint and cover their hands in paint to create hand prints. Children use their imaginations as they play with the cooker and manoeuvre the cars on the road way. They meet different individuals as they explore the local community and learn to recognise similarities and differences as they handle some resources, which positively reflect people of other races, cultures and abilities. However, opportunities for children to fully develop their awareness and understanding of the wider world are not sufficiently established. Consequently, children are not fully developing their knowledge and understanding of the world.

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and outcomes for children

Children are confident to explore their surroundings and develop secure relationships and sound attachments to the childminder. They are developing an understanding of dangers and how to stay safe, for example, children learn to handle tools carefully, to walk sensibly on outings and to cross the road safely. Children are helped to understand and accept the needs of others and to help one another. For example, children are encouraged to share, take turns and to understand simple 'house rules', such as 'we always take our shoes off indoors' and 'we talk nicely to each other'. Children receive support, praise and encouragement, which builds their confidence and self-esteem. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Young children are content and settled because their health, physical and dietary requirements are well met. Children benefit from a clean, warm and comfortable

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and outcomes for children

childcare environment and are learning to keep themselves healthy by adapting good personal hygiene routines. For example, children know that they wash their hands before snack. This is further enhanced by the childminder, who provides individual hand towels for the children to dry their hands and ensures food preparation areas are suitable for their purpose.

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and outcomes for children

Children enjoy being physically active and are developing skills in coordination, control, manipulation and movement. For example, children climb the steps of the slide, bounce on the trampoline, manoeuvre sit and ride toys, swing on the swing and throw balloons to one another to learn how to catch. Children are able to rest and sleep according to their needs. They readily engage in activities, which promote their hand-to-eye coordination and strengthen small muscles. For example, children manipulate dough, press buttons on activity centres and handle tools, such as paint brushes and writing implements with growing precision. Meals times are social occasions. Children sit around the table and are learning to develop good table manners. They enjoy healthy, nutritious meals and snacks, such as, lasagne, roast dinners, fresh vegetables and fruit. Children remain comfortable and well hydrated because they are offered regular drinks.

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and outcomes for children

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 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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