Childminder in West Northamptonshire

Inspection report for early years provision

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Unique reference number EY332254 Inspection date 30/03/2012 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 2006. She lives with her partner and two children aged eight and four years in a house in the Kingsthorpe district of Northampton. Two older children aged 19 and 17 years occasionally return to the household. The local school, pre-school, shops and park are within walking distance. Minded children have access to the whole of the ground floor and a bedroom upstairs for sleeping. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register to care for a maximum of two children in this age range. She is also registered on the compulsory part of Childcare Register and is able to care for a maximum of five children in this age range. The childminder is currently caring for one child in the early years age range on a part-time basis. She 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

Young children are clearly very much at home in the gentle, warm and responsive care of this established childminder who has recently returned to childminding after a career break. She quickly builds positive relationships with the children in her care and this enables her to meet their welfare, learning, developmental and individual needs with good levels of success. The childminder works closely with parents to secure continuity of care and makes mostly effective use of the Early Years Foundation Stage framework and guidance to inform her inclusive childcare practice. Although she reflects upon her practice in an informal way, her capacity for continuous improvement is satisfactory because she has not developed the process of self-evaluation in an effective way.

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further?

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

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further?

 develop planning, assessment and learning priorities to fully secure children's good progress towards the early learning goals, for example, through the use of the criteria in the Practice Guidance for the Early Years Foundation Stage  develop the self-evaluation process: consider using a formal self-evaluation document to record on-going review, assessing what the setting offers against robust and challenging criteria.

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the early years provision

This childminder safeguards children effectively and promotes all aspects of their welfare to a good standard. The childminder clearly understands her responsibility This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to protect children from harm. The childminder is aware of her duty to ensure that other people living on the premises are suitable to be in contact with children and has vetting information readily available to share with parents. Comprehensive risk assessment is in place and effective action is taken to manage or eliminate risks for children. For example, following the erection of new fencing in the garden, she has declared the garden out of bounds until she is able to conduct a thorough check for any discarded nails. She ensures that her home is kept secure, checks the identity of visitors and records their presence.

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the early years provision

Children are cared for in a comfortable, secure environment. Resources are well- organised in the conservatory playroom and children's songs and music is played gently in the background to create a relaxed ambiance for children's arrival and play. The childminder's good understanding of anti-discrimination enables her to provide a service which is inclusive for all children and their families. She encourages children to recognise differences, offering them information about other ways of life and encouraging them to respect diversity. The childminder has no experience of caring for children who have special educational needs and/or disabilities but has a clear understanding of the importance of working closely with parents and with professionals to provide a good level of support for such children when needed.

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the early years provision

The childminder has a secure understanding of the importance of partnership working to support children's continuity of care and transitions, although this is not currently relevant to the children being cared for. Relationships with parents and carers are good and the childminder shares useful information with them, both verbal and written. Responses to parental questionnaires are wholly positive and state 'You provide a very personal service as you love and care for the children as if they were your own - they are provided with lots of stimulation and get out and about a lot, which is one of the main things I like'. The childminder reflects upon her practice, seeking support from friendly professionals in the childcare sector and willingly implementing any improvements and suggestions made. However, she has not devised an effective system whereby she can identify her strengths and areas for improvement in her service to support the process of continuous

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and outcomes for children

The childminder ensures young children make good progress in their learning, through good quality play activities supported by dedicated interaction. Children are very relaxed in the childminder's care because she clearly develops secure and caring relationships with them and is always aware of their individual needs. For example, children experiencing unsettling events in their lives are reassured and distracted by the childminder who gives them her total attention and support.

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and outcomes for children

Her highly positive interaction promotes children's developing communication and social relationships. For example, the childminder constantly chats to the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 as they use the play dough to create imaginative food to eat. They make 'burgers' together from the play dough, talking about potential fillings and the merits of cheese and lettuce in the middle. The childminder introduces mathematical language, asking if she should cut the burger in half and asking if the children know what two and two make when added together. Children are equal partners in the discussion and the childminder encourages them to make choices and decisions. She shows them how to squeeze the dough into a moulding machine and constantly affirms their achievements and successes, telling them that they are 'big and strong and so grown up'. This comment stimulates conversation about

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and outcomes for children

what makes us grow strong and healthy. Play continues and children talk about their experiences at home, relating to houmous and carrot sticks for dipping. Children announce that they can count to 10 and show curiosity about why the unused dough must be put into tubs with the lids on.

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and outcomes for children

Planning effectively supports learning and development for individual children, covers all areas of learning and provides appropriate challenge for all children. The childminder is clearly planning around children's interests and covering the six areas of learning. Each monthly planner is based around a theme such as transport and shopping and has photographs of the children participating in the activities, with notes, comments and next steps. The childminder arranges her observations to correlate with the relevant plan. In this way, it is clear that she is using observations to inform future planning and identify children's next steps in learning. However, she is not making best use of the 'development matters' criteria to guide her plans and to secure children's progress over time.

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and outcomes for children

Children develop their confidence and self-esteem through choosing their own fruit in the shop. They develop problems solving skills as they bag it up and become familiar with everyday technology as they scan the items. They develop creative skills as they cook and play with pasta and make a necklace for their mummy. Communication and literacy skills develop as they talk about different shops with their childminder and read books about them. Different foods provide the context for learning about other cultures and physical skills develop as the children walk to the shops and learn how to carry a basket safely. The childminder recognises that children are very interested in emergency vehicles and is planning a range of outings to such places as the local fire station, a local aerodrome and a train journey. Children develop their understanding of staying safe through practising the fire drill on a regular basis and they are developing good hygiene habits and an

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and outcomes for children

awareness of healthy eating. Management of children's behaviour is good. Children are encouraged to develop the habits and behaviour appropriate to good learners, their own needs, and those of others. Children respond to the expectations of the childminder for good behaviour and develop good skills for the future. 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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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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