Childminder in North Northamptonshire

Inspection date

Previous inspection date 22/11/2012 11/01/2011

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early years provision

This inspection: 4 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 4

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This provision is inadequate

 The childminder has a poor overview of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage, including overseeing the educational programmes, assessment and planning systems.  The childminder is unable to fully understand children's level of achievement and activity planning lacks depth and challenge, restricting children's learning opportunities.  The childminder does not obtain information from parents regarding children's starting points in order to plan constructively for their progress from the onset, hindering children's progress.  The childminder does not use an effective system of self-reflection in order to make sure she keeps up to date with changes in legislation and to set clear targets in order to secure further improvements and, therefore, children's learning is not supported well.

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It has the following strengths

 Young children settle quickly and form close bonds and secure attachments with the childminder.  A good range of policies and procedures is in place to promote the welfare of the children in the setting.

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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 children's activities and routines in the indoor areas.

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Inspection activities

 The inspector conducted at tour of the premises during the inspection, including the outdoor areas.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journey records, a selection of policies and procedures and children's records.  The inspector discussed self-evaluation.

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Information about the setting

The childminder registered in 2010. She lives with her husband and three children aged 19, 16 and 11 years in Kettering, Northamptonshire. The children have access to the whole of the ground floor and one of the bedrooms and a bathroom on the first floor. There is an enclosed rear garden which is available for outside play. The family has a pet dog.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently eight children on roll, four of whom are in the early years age range. The childminder holds a National Nursery Examination Board qualification and receives support from the local authority.

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must:

 ensure the educational programme across the seven areas of learning is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activities in order to provide a challenging and enjoyable experience  make systematic observations of children's learning and assess their progress across the seven areas of learning in relation to their age and stage of development and use this information to plan the next steps for each child.

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

 obtain information from parents, as children start, regarding children's starting points and use this to support their progress towards the early learning goals

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

 develop self-evaluation systems in order to drive improvement, including monitoring the education programmes to ensure a broad range of experiences to help children make suitable progress.

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who attend

The childminder does not have a secure understanding of the learning and development requirements. Consequently, she does not confidently plan a satisfactory educational programme to ensure children are sufficiently challenged in all areas of their learning and development. As a result, learning is more coincidental rather than planned for with depth and purpose. The childminder does not obtain relevant information from parents regarding children's starting points in order to plan for their progress effectively from the onset.

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who attend

Nevertheless, children are happy and enjoy their time with the childminder. They are offered a satisfactory variety of activities provided by the childminder in and out of the home that, by chance, also support the prime areas of learning. For example, children's language for communication and thinking is appropriately encouraged by the childminder's discussions and interactions. Children who speak English as an additional language are aptly supported in the setting as the childminder works with parents to understand keywords of their home language. Children's language for communication and their literacy is also encouraged as they enjoy stories and actions songs with the childminder. The childminder encourages their attempts to communicate by praising them as they make sounds and start to sing. This also encourages children to be confident and to express themselves in different ways. Children visit various pre-school groups in order to

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who attend

vary their experiences and to develop relationships out of the setting. However, because the childminder does not assess children's achievements in relation to their progress towards the early learning goals in any way, planning does not match children's needs. Consequently, the next steps in their learning and development are not adequately supported.

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

The childminder forms appropriate bonds and attachments with the children she cares for. Ongoing discussions with parents help her to understand children's home routines and family backgrounds. This enables her to value children within the setting and plan to support their health and emotional well-being. As a result, children settle well and are confident and at home with the childminder; they show a secure sense of belonging in the setting. Children learn good manners and they learn to share because of the childminder's interactions and appropriate role modelling. Children are appropriately supervised by the childminder in order to support them and keep them safe. They learn how to keep themselves safe and to be responsible because the childminder talks to them about the consequences of their actions. For example, when out walking and crossing roads, the childminder teaches children about road safety.

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

Children develop relationships out of the home as they visit different pre-school groups and meet regularly with other childminders and their minded children. Children develop healthy habits and routines because outdoor play and exercise forms a key part of their routines. For example, they bring their wellington boots to the childminder's home and enjoy going out and splashing in muddy puddles. Children develop independence and suitable self-care skills as they are encouraged to complete tasks for themselves and as they are encouraged to consider and meet their own health and bodily needs. Arrangements for meals are agreed with parents in order to ensure children's needs are met. The childminder shares information with other settings that children attend in order to enable all those involved in children's care and learning to plan together to meet their needs.

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provision

The childminder has appropriately addressed actions from her last inspection in order to make sure the welfare requirements are met. She has a sound understanding of her accountability to meet the welfare requirements but lacks sufficient understanding of the learning and development requirements. As a result, she cannot confidently plan to ensure children's progress towards the early learning goals in order to support their readiness for learning when they start school. The childminder works closely with parents in order to understand and meet children's care needs, and promoting continuity in children's care routines. She meets regularly with other childcare professionals in order to share ideas to improve and she has clear aims to offer children a good-quality provision. The childminder does not have an effective system of self-evaluation that reflects upon all aspects of children's learning and development in order to ensure a suitable program of learning is

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provision

The childminder organises her home so that it is secure, safe and welcoming to children. Children use good-quality toys and equipment to support their independence and safety. The childminder has a sound understanding of the possible indicators of the different types of child abuse and she has suitable safeguarding policies and procedures to protect children. There is a range of health and safety policies and procedures to support the welfare of children. Parents receive a copy of the complaints policy that includes details of how to contact Ofsted as the regulator. This helps to promote an open and safe provision for parents and children.

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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 EY403352 Local authority Northamptonshire Inspection number 875225 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 0 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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