Childminder in North Northamptonshire

Inspection report for early years provision

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Unique reference number EY282084 Inspection date 08/03/2012 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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2004. She lives with her partner and three children aged 16, 13 and three years in village of Earls Barton, Northamptonshire. The childminder's home is close to shops, parks, schools and public transport links. The whole of the ground floor of the property and an annexe, situated in the rear garden is used for childminding. Sleeping facilities are provided on the first floor of the house and toilet facilities are provided in the annexe and the ground floor of the main house. There is a fully enclosed court yard 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 and cat.

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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 two may be in the early years age range. There are currently five 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 and voluntary part of the Childcare Register. The childminder holds a CACHE level 3 diploma in Childminding Practice and 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 organises a flexible daily routine to ensure children's individuality is recognised and that all children are included in the life of the setting. Consequently children are well cared for and are making good progress in their learning and development. Policies and procedures are effective and inclusive for those children who attend and the childminder is continuing to develop systems to track children's developmental progress. The childminder builds successful relationships with parents and understands the importance of liaising with others providers and professionals to ensure uniformity in children's welfare and learning. Self-evaluation systems are continuing to be developed.

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further?

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

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further?

 continue to lead and develop a culture of reflective practice to identify priorities for development that will improve the quality of the provision for all children  develop further effective systems to track children's progress towards the early learning goals. 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 understands her role and duty to protect children from harm. She knows how to identify the indicator signs of abuse and how to liaise with the appropriate child agencies. The childminder has attended appropriate safeguarding children training. A written child protection policy and all the relevant guidance documents are in place to support the childminder's practice. The childminder has up-to-date first aid knowledge. She ensures that children's well-being is sustained through the recording and monitoring of any accidents, for the administration of medication and if children are unwell. Information is provided to parents about infectious conditions to minimise the risk of cross infection. The childminder supervises the children well, conducts written risk assessments and regularly reviews aspects of the environment that need to be checked on a daily basis. For example, the childminder ensures that the side gate is secure and that sharp

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the early years provision

The childminder has developed a good range of written policies and procedures covering different aspects of her care, such as a behaviour management policy and a lost-child procedure. The childminder uses on going observational assessment to find out how well children are developing and evaluates this information against the six areas of learning in order to identify future learning priorities. However, systems to track children's progress towards the early learning goals are not fully established. This potentially compromises the childminder's awareness of each individual child's stage of development and how they are progressing.

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the early years provision

The childminder is beginning to use self-evaluation to monitor the quality of the provision identifying strengths within the provision. However, to date future plans do not clearly identify areas for development and consideration has not been given to include the opinion of others, such as the parents and older children. The childminder has acted on recommendations made at the last inspection. Identified hazards in the outdoor area; the accessible ladder, chicken wire and planks of wood have been removed and procedures to ensure children's safety on outings have now been addressed. This effectively reduces the risks of accidents.

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the early years provision

Inclusive practice is effectively promoted by the childminder which ensures that children have their individual needs met. The accommodation is welcoming to children and their families. This is enhanced by a selection of posters and wall displays of the children's work. A good range of 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.

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the early years provision

The effectiveness of the childminder's engagement with parents and carers is good. Settling in arrangements are flexible to meet the needs of the children and their families. The childminder shares her portfolio with parents at the start of the placement and parents are able to contribute what they know about their child when first attend. Verbal discussions, home-link diaries and the children's development record folders provide feedback in relation to the children's care and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning and the childminder is continuing to develop systems to encourage parents to contribute their on-going comments to these documents. The childminder understands the importance of working in partnership with other providers who deliver the Early Years Foundation Stage and with professionals from other agencies to ensure continuity and progression by sharing information

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and outcomes for children

Children enjoy their time in the childminder's care and relationships are warm and caring. Their development is promoted as they participate in activities which develop their emotional, social, intellectual and physical development. Subsequently they are making good progress towards the early learning goals in relation to their capabilities and stating points in their learning. Children learn at their own pace, have fun and actively participate in a range of adult-led and freely- chosen activities.

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and outcomes for children

Good interaction and consistent routines help babies and young children to feel secure and confident in the setting. This increases their sense of well-being and promotes their emotional development. Children are taught to be safety conscious without being fearful. For example, children are taught to walk sensibly on outings, to cross the road safely, how to use play equipment at the park appropriately and not to run when it's wet because the surface may be slippery. Children's behaviour is managed in a way that is appropriate to each child's age and stage of development. Younger children learn to share and take turns as they play and older children have opportunities to contribute towards managing appropriate behaviour and boundaries.

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and outcomes for children

Children are learning to appreciate diversity and develop a positive view of society and the wider world. They learn about the celebrations of others, such as the Chinese New Year by making dragon masks and tasting noodles for their snack. Children meet different individuals as they explore the local community, attend toddler groups and visit places of interest, such as, country parks, the horse sanctuary and water parks. This actively broadens children's range of experiences. Through a range of first-hand investigations, children's curiosity of the natural and made world is stimulated. Children plant cress seeds to learn about growth, recycle waste items and learn that the warmth of sun melts the snowman. Effective use is made of technology, such as pre-programmable toys and the computer to support children's learning.

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and outcomes for children

Children develop their imaginations with regular craft, musical and role play activities. For example, children enjoy sand and water play, paint, create collage pictures, dance, play musical instruments and prepare meals for the dollies at the kitchen. Babies enjoy exploring using their senses, for example, they look at themselves in the mirror, enjoy the sound of music, reach for objects on activity centres and feel the different textures in tactile books. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Babies and young children start distinguishing sounds and attach meaning to them. Activities to promote this include conversation, tone of voice, singing and musical activities. Children sing songs, recite poems and make marks as they draw and paint and older children are encouraged by the childminder to develop their emergent writing skills. They learn to count and solve problems, for example, they

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and outcomes for children

measure and weigh ingredients during baking activities, play number games, jump on the written numerals on the hop scotch mat and are developing their simple calculation skills, such as adding and taking away.

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and outcomes for children

Children are developing a good awareness of what constitutes a healthy life style. They enjoy being physically active. For example, children experience daily fresh air during walks in the community and access more challenging equipment in the park such as the climbing frame, obstacle course, zip wire, swings and rockers. Younger children are encouraged to increase their developing physical skills, for example, the childminder encourages babies to reach for resources, to roll over and to feel the weight through their feet when they are placed in the baby bouncer. Children are learning to keep themselves healthy by adopting good personal hygiene routines. Pictorial signs remind older children to wash their hands after using the bathroom and children wash their hands after stroking animals and before snack. This minimizes the risk of cross infection. Babies feeding routines are respected and older children are offered a variety of nutritious meals and snacks,

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and outcomes for children

for example, fresh fruit, toast, cheese and biscuits, ham sandwiches and carrots sticks. Children are able to access water for themselves from the water fountain which ensures they remain comfortable and well-hydrated. 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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