Childminder in North Northamptonshire

Inspection date

Previous inspection date 05/10/2012 15/10/2009

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children talk confidently with the childminder and her assistant. They attend groups enabling them to socialise with their peers. As a result their vocabulary is in line with the developmental milestones for their ages and stages of development.  Consistent and clear boundaries enable children to develop an understanding of acceptable behaviour.  Children feel safe and secure because they are provided with a caring and loving environment with familiar routines.

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It is not yet good because

 Children's learning journals give a pictorial record of their time with the childminder but do not give enough information about what children know and can do to enable the childminder to plan the next steps for children's progress across all seven areas of learning resulting in progress being variable.  Children's progress in the specific areas of learning is less secure. Children are not supported sufficiently through planned and unplanned activities to enhance and extend progress in these areas.  Partnership working with other providers of the Early Years Foundation Stage is not effective in supporting continuity of learning.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector undertook a tour of the areas of premises used for childminding.  The inspector made observations throughout the inspection.  Discussions were held with the childminder and her assistant.  Feedback was provided to the childminder.

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Information about the setting

The childminder was registered in 1994. She lives with her husband and adult daughter in Kettering. There are shops and schools within walking distance. The premises are easily accessible and ground floor rooms are used for childminding. There is a fully enclosed garden available for outside play. The family has small two dogs.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently five children attending, two of whom are within the early years age group. All children attend on a part time basis.

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must:

 develop the use of assessment and supporting materials to plan for children's progress towards the early learning goals so that the educational programmes have depth and breadth across the seven areas of learning.

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To further improve the quality of the early years provision the provider should:

 extend the use of self-evaluation to support the successful improvement of children's learning through careful monitoring, analysis and self-challenge.

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To further improve the quality of the early years provision the provider should:

 build working relationships with the key person at the other settings attended by children and devise ways to support and complement their learning.

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who attend

Children choose their own activities from a wide range of resources which the childminder knows the children will enjoy. Language development is fostered through regular conversations with the childminder and her assistant as the children engage them in their play. Vocabulary is within the developmental milestones for their age. Children make marks on paper with crayons and felt tip pens and copy words, including their name, on to special cards such as for Father's Day.

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who attend

Children are able to count to 10 and above by rote, although do not consistently select the correct number when making groups of objects or recognise the correct numeral when playing with the clock face. Children are able to select a square or triangular shape on request but are not always able to describe objects by their shape.

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who attend

The childminder is generally able to identify what the children in her care are able to do. This is not fully reflected in the photographic journal shared with parents and the childminder does not build enough on her knowledge to plan next steps in each child's learning. Although children do make progress, there is insufficient challenge in activities to make the most of learning opportunities.

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The contribution of the early years provision to the well-being of children

Children feel safe and secure with the childminder and her assistant. The childminder obtains sufficient information from parents to ensure she knows about their changing likes, dislikes, routines and anything else going on in their lives which may affect them. Adults talk to children and readily join in their games making them feel valued. Children enjoy the close contact at story time and quiet times.

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The contribution of the early years provision to the well-being of children

Children's behaviour is generally good as the childminder and parents work together to work out strategies to deal with minor issues as they arise. Children develop good self- care skills which supports their transition to nursery and to school. Children are encouraged to develop healthy lifestyles with a focus on outdoor activities in the garden and at local parks during fine weather and visits to indoor activity centres during the winter months.

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The contribution of the early years provision to the well-being of children

Children attend regular groups with the childminder. This helps children to develop confidence and independence in situations away from their own and the childminder's home. They develop friendships with other childminded children which is good experience for when they start at nursery and school. Children generally stay with the childminder once they have started school giving them familiarity and continuity of care.

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provision

Children's safety is well promoted because the childminder understands and meets the safeguarding and welfare requirements. Her understanding of the learning and development requirements is less secure particularly in relation to planning for children's progress towards the early learning goals in the seven areas of learning.

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provision

Relationships with parents are very positive and they regularly share information to support the childminding partnership. Although relationships with key people at the other early years settings children attend are friendly they are not used to support continuity of learning.

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provision

The self-evaluation system used by the childminder gives a clear description of her setting but does not reflect on areas for improvement to better support children's learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 220691 Local authority Northamptonshire Inspection number 818175 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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