Childminder in North Northamptonshire

Inspection date

Previous inspection date 10/09/2012 Not Applicable

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early years provision

This inspection: 4 Previous inspection: Not Applicable 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 4

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This provision is inadequate

 The childminder does not observe or assess children's progress across all seven areas of learning, in relation to their age and stage of development and, therefore, does not identify the next steps in their learning.  The childminder has a poor understanding of the learning and development requirements and is not secure in her knowledge of the areas of learning. Therefore, she does not plan interesting and challenging educational programmes to ensure that children reach the expected levels of development.  Ineffective monitoring and self-evaluation mean that the strengths and weaknesses of the provision are not identified.

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It has the following strengths

 Children feel safe and secure because the childminder provides a caring and loving environment, where children have familiar routines and consistent boundaries.  The childminder understands the importance of promoting the health and safety of the children in her care. She has assessed and minimised risks to children, enabling them to use all downstairs areas and the garden appropriately.

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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 voluntary and compulsory parts 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 observed activities in the two main rooms used for childminding.

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Inspection activities

 The inspector spoke with the childminder at suitable points throughout the inspection, made observations and spoke to children present.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and two children aged seven and four years in Stevenage, Hertfordshire. The whole of the ground floor and an upstairs bedroom of the childminder's home is used for childminding, and there is an 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 dog.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently five children in the early years attending the setting, most of whom attend on a part-time basis. She also offers care to children over five to 11 years. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a member of the National Childminding Association.

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must:

 observe and assess each child's progress in all seven areas of learning, taking account of their age and stage of development, and use this information to identify the next steps in their learning  implement the learning and development requirements by: - giving priority to the prime areas of learning for children under three years - tailoring activities to meet children's individual learning needs.

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

 use self-evaluation to take into account parents' and children's views, and use them to monitor, analyse and assess strengths and weaknesses and to drive improvement.

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who attend

The childminder has a limited knowledge and understanding of the learning and development requirements. Therefore, educational programmes for the prime and specific areas of learning are not organised or planned to provide a range of activities and play opportunities to ensure that children reach the expected levels of development. The childminder has only been minding a short time and has yet to implement the learning and development requirements.

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who attend

Children's language development is fostered through regular conversations with the childminder as they talk about the resources they play with. For example, while playing with small-world figures, the childminder encourages children to choose where the characters should go and introduces new words such as 'squeeze' and 'tight'. However, as the childminder has not yet implemented systems for observation and assessment, it is difficult for her to tell where children are in their learning. This means the childminder does not effectively plan activities for children, and activities sometimes lack challenge or are unsuitable for the age of the children participating.

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who attend

Children respond happily to the childminder and spend valuable one-to-one time with her. However, she does not identify and plan the next steps in their learning and so they do not make the best possible progress. She does not identify children's starting points and capabilities in order to tailor activities to meet their learning needs. The childminder communicates with parents on a daily basis. They work together in order to settle children, and the childminder encourages parents, through discussion, to share what they know about their child and the progress they have achieved.

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

The childminder creates a warm and friendly environment, where all children are equally well cared for. They are well supported and encouraged to form relationships and attachments with others at the setting through activities that promote sharing and turn- taking. For example, they enjoy dressing up in the role-play area. The childminder has some strategies in place to manage children's behaviour, which ensure that they know what to do in the setting, and she encourages them to share resources with each other. Children develop a sense of belonging as they each have their own individual drawer for storing art work and personal belongings. Their self-esteem is regularly promoted through positive praise and encouragement given by the childminder.

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

Children are learning about being safe as the childminder talks to them about safety issues in and out of the home. For example, children know that when the childminder is cooking they must stay at the gate to minimise accidents. Children are also well supported while using large static play equipment at the park. The childminder has developed settling-in procedures, such as visits before starting, to support her knowledge and understanding of each child's individual likes and interests. Children are encouraged to develop their self- care skills. For example, they learn to regularly wash their hands, using individual hand towels, and clean their teeth after meals.

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provision

The childminder is aware of her role and responsibility with regard to protecting the children in her care. For example, she is able to recognise some possible indicators of abuse. The childminder is clear about local procedures to be followed and who she should call if she has concerns about a child in her care. Areas used by the children are generally organised well, and resources are stored appropriately for children to access independently. As the childminder has limited understanding of the learning and development requirements and how to plan for children's next steps, not all children are able to make appropriate progress in all areas of learning.

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provision

The childminder has undertaken limited training since registering and lacks a sound understanding of the prime and specific areas of learning. Systems for monitoring and evaluating practice are not yet established. This is because the childminder has not begun to monitor or evaluate her practice in order to recognise strengths and weaknesses in her practice. Consequently, she does not identify priorities for improvement or act on them to improve outcomes for children.

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provision

Although relationships with parents, carers and others are new, the childminder is working closely to ensure that they all work together to benefit every child in the setting. She uses journals and diaries to promote a consistent flow of information between herself, parents, carers and other agencies. She establishes suitable relationships with other early years settings children attend.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 EY441757 Local authority Hertfordshire Inspection number 785538 Type of provision Childminder Registration category Childminder Age range of children 5 - 0 Total number of places 4 Number of children on roll 5

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Name of provider

Date of previous inspection Not applicable

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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. 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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