Childminder in West Northamptonshire

Inspection date

Previous inspection date 10/10/2012 04/02/2010

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder develops warm, nurturing relationships with the children. She stimulates the children's learning through fun, purposeful activities.  Effective partnerships with parents results in an integrated approach to children's care, learning and development.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She has assessed and effectively minimised the risks to her premises.  The childminder promotes children's communication and language development well.

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It is not yet outstanding because

 The educational programme for expressive arts and design and understanding of the world do not provide sufficient opportunities for children to explore a wider range of media and materials and to explore sights, smells and sounds in the environment.  Whilst the childminder reflects on her practice she has not fully established links between identified priorities and plans for improvement in order to continue to develop and improve her current practice.

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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 conducted a tour of the premises during the inspection, including the outdoor areas.  The inspector observed children's activities and routines in the indoor areas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's learning journeys, tracking documents, planning systems, a selection of policies and procedures and children's records.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and discussed her self-evaluation form.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 1998 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the town of Brackley, Northamptonshire and uses the whole of the downstairs area and enclosed garden for her childminding. The childminder lives with her husband, one adult child and two children aged 17 and 15 years.

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Information about the setting

The childminder has completed training in first aid and child protection. She visits the local shops and park on a regular basis and takes and collects children from local schools. The childminder currently has eight children on roll. Four children are in the early years age group who attend for a variety of sessions and four are school-age children who attend before and after school and during school holidays. She is open all year round from Monday to Friday except for family holidays agreed in advance.

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

 develop the educational programme for expressive arts and design and understanding the world further by: providing opportunities for children to explore a wider range of media and materials such as gloop and pasta and to explore sights, smells and sounds in the environment such as the changes in the weather, trees and animals

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

 develop an improvement plan in order to continue to develop and improve current good practice.

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who attend

Children settle quickly in the friendly and relaxed family atmosphere. They are interested and display the characteristics of effective learners. This is because the childminder understands that babies and young children encounter their environment through relating and communicating with others and engaging physically in their experiences. The childminder effectively uses on-going observational assessment to monitor the progress children make across the seven areas of learning in relation to their starting points. The childminder becomes actively involved in the children's play, building on their skills, which effectively provokes their thinking and extends their learning.

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who attend

Early communication is well supported by the childminder. Young children are effectively developing their understanding of single words in their correct context such as 'mummy', 'banana' and 'cup'. This is further supported by the childminder who encourages children to engage in symbolic play, such as putting the dollies to bed; she uses appropriate language to support children's growing vocabulary. Young children are encouraged to explore and imitate sound. Children enthusiastically imitate animal sounds. Babies and young children enjoy songs and rhymes, such as 'Head, shoulders, knees and toes', are beginning to look at books for enjoyment and enjoy sharing picture books and stories with the childminder. The childminder encourages babies to develop their physical skills; their drive to sit, crawl, stand and walk. For example, low-level equipment is provided so that babies can pull up to a standing position, and push along toys encourage children to walk.

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who attend

Children are developing their fine motor skills well as they post shapes into shape sorters, operate simple electronic equipment, hold crayons and thread cotton reels. They persevere well and are proud of their achievements. Children's progress in the prime areas of learning ensures they have the key skills needed to help in the next steps of their learning.

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who attend

Children learn to identify different colours, enjoy playing with sand and water and chase the floating bubbles. However, children do not always have sufficient opportunities to fully explore and experiment with a wider range of media and materials. This potentially compromises children's sensory exploration. Children enjoy exploring toys with buttons, flaps and simple mechanisms and learn how to operate them. They investigate items in the 'feely' bag, such as soft balls, bean bags and prickly conkers. However, children do not always have sufficient opportunity to use the outdoors to investigate the natural features of the world around them. As a consequence, children's responses to the sights, sounds and smells of the environment are potentially hindered. Children learn to count and the childminder is beginning to introduce mathematical language into the children's play, such as 'big' and 'small'.

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who attend

Relationships with the parents are strong. Systems to assess starting points on entry have been effectively established. For example, the childminder obtains information about the children's favourite activities and routines at the start of the placement and then provides appropriate resources to aid the settling-in and initial assessment process. Parents are kept closely informed about their child's progress and development through the continuous exchange of information. They are actively encouraged to share information about their children's learning and development at home. For example, parents write comments in the children's developmental record folder, share photographs and complete 'home celebration' forms to share 'wow' moments.

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

Babies and young children form bonds and secure attachments with the childminder and her family. This is because consistent routines and quality adult interactions help young children to feel secure and develop a strong sense of security and confidence in the childminder's care. For example, babies effortlessly settle for their morning sleep, seek cuddles if reassurance is needed and are talked to by the childminder when they eat their breakfast. Flexible settling-in arrangements, including details discussion relating to children's care and learning needs, successfully aids transitions from the children's home into the childminder's care. For example, information is exchanged to ensure that specific dietary needs and preferences are catered for and that any medical needs are known and accurately met.

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

Children are happy in their surroundings and show pleasure and enjoyment in their self- chosen play and their interactions with the childminder. They are introduced to other children which effectively expands their social experiences and confidence outside of the childminder's home. Children are treated with kindness and respect. Behaviour is well managed; children respond to gentle reminders or corrections and benefit from the secure and supportive relationships with the childminder. As a consequence children learn to share, take turns and to recognise that their actions may hurt others. Children receive praise and encouragement which actively develops their confidence and self-esteem. The childminder provides safe surroundings in which children have the freedom to move and develop their play and ideas. Older children are beginning to recognise dangers. They are taught appropriate road safety and stranger danger.

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

Children develop an understanding of the importance of physical exercise from an early age. This is because the childminder provides appropriate activities to encourage this. For example, children compete in sports day events, dance, go on local walks to the park and access equipment in the garden, such as the small slide, climbing cube, tunnel and manoeuvrable toys. This actively promotes children's well-being and fitness. Children are developing good self-care skills as they learn to hold feeding utensils competently. They are encouraged from an early age to learn personal hygiene routines. Babies have their hands and face wiped before and after food and older children learn the importance of hand washing in order to prevent the spread of infection. Although children currently have meals which are provided by their parents, the childminder works in partnership with parents to ensure all meals and snacks are healthy, balanced and nutritious. Babies follow

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

their established food routines and are encouraged to take regular drinks. Children are actively encouraged to develop good manners.

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provision

The childminder has an overview of the educational programmes and the experiences required to help children make progress towards the early learning goals. Safeguarding and welfare requirement are met. Since the last inspection the childminder has taken steps to continue to improve the quality of her provision. For example, the childminder has attended observational assessment training and a safeguarding children refresher course. All recommendations raised at the last inspection have been successfully met.

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provision

The childminder reflects on things that have gone well, such as maintaining a safe environment and promoting the children's learning through play and exploration. Parents views are sought through satisfaction questionnaires. However, the childminder has not formulated a future improvement plan in order to continue to develop and improve her current good practice.

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provision

The childminder understands her roles and responsibilities towards safeguarding children. She is conversant with the indicator signs of abuse and the procedures to follow to report concerns. Consequently, children are protected from harm and neglect. Clear arrangements are in place if children have an infectious illness or become sick in the childminder's care. The childminder fully understands the procedures to record and monitor any accidents and for the safe administration of medicines. As a consequence children's health and well-being is well promoted. The childminder creates an accessible, welcoming and safe environment. She successfully minimises potential hazards through careful risk assessment and supervises the children well. Consequently children move around safely.

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provision

The childminder develops partnerships and understands the importance of developing positive relationships with other professionals involved in supporting the children's care and education. Systems are in place and effectively implemented to share and exchange information. The childminder establishes close collaboration with parents in order to provide continuity of care for all children. Parents comment positively on the care and learning provided. They state, 'we are truly delighted with the care, it feels like an extension of our family' and 'there is a lovely atmosphere and a variety of activities'.

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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 220584 Local authority Northamptonshire Inspection number 818170 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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