Childminder in West Northamptonshire

Inspection date

Previous inspection date 13/12/2012 Not Applicable

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early years provision

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

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This provision is good

 Children feel safe and secure with the childminder who provides a warm and caring environment where children have familiar routines and talk regularly about their home life. This means they develop a strong sense of belonging at the setting.  Children make good progress towards the early learning goals because the childminder has a good understanding of the characteristics of effective learning and because she plans well for the next steps in children's learning.  The childminder shares good quality and well-presented information regarding children's welfare and their progress towards the early learning goals within the setting, with parents. This promotes children's well-being effectively and enables parents to be involved in their child's learning and support children further at home.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She has assessed the risks to her premises well and organises

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This provision is good

her home to create a safe, stimulating and welcoming setting for children.

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It is not yet outstanding because

 The childminder does not currently obtain information from parents regarding children's starting points towards the early learning goals, as they start at the setting. This does not help her to sharply focus the assessment of children's development and plan accurately for their learning needs, from the onset.

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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 observed activities in the downstairs rooms used for childminding and looked at the upstairs bathroom also used.

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Inspection activities

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

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Inspection activities

 The inspector took into account the views of parents by looking at the completed questionnaires available.

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Inspection activities

 The inspector looked at the 'learning journey' for the child present, the childminder's self-evaluation form and a selection of policies and children's records.

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Information about the setting

The childminder re-registered in 2012. She lives with her two children aged 15 and six years in the Cherry Lodge area of Northampton. The whole of the downstairs is used for childminding and the bathroom upstairs. There is a fully enclosed garden available for outside play. The childminder takes children to and collects them from local pre-schools. The family has three pet rabbits. The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register. There are currently two children on roll within the early years age range. The childminder is a member of the National Childminding Association. She is currently working towards a degree in childhood and youth studies.

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

 enhance the information obtained from parents as children start at the setting, to help to identify their starting points in relation to their progress towards the early learning goals, so that assessment is precise and planning for their needs is accurate from the onset.

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who attend

The childminder has a good knowledge of the seven areas of learning and provides a range of activities that capture children's interests and hold their attention. Children enjoy their learning and they achieve because activities are planned around their interests. For example, a child particularly enjoys creative play, therefore the childminder makes sure a good variety of creative opportunities are always available to choose from freely. This means that the child further develops their imagination and explores with a range of different tools and materials. Children develop good concentration as they concentrate on tasks that they enjoy. Children's learning is very much led by their own choices and ideas. This helps to develop important skills for their future independent learning and encourages them to explore, investigate and learn for themselves. The childminder's purposeful interactions effectively encourage children's learning and language for communication and

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who attend

thinking and fosters warm and close relationships.

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who attend

Children's learning is particularly well promoted because of the way the childminder works cooperatively and shares information with parents and other early years settings that children attend. This enables all those involved in children's care and learning to plan for their individual progress towards the early learning goals, in order to prepare children well for school. Children are challenged because the childminder plans exciting opportunities to develop their skills. For example, a child shows good physical development, therefore the childminder makes plans more challenging and exciting opportunities to climb and use new equipment to further develop their physical skills, control and strength. Children develop the confidence to express themselves in different ways and learn new language for communication as they enjoy stories, action songs and rhymes. They count throughout activities and routines in order to develop a secure understanding of mathematical

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who attend

concepts to support their future learning.

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who attend

Children make good progress towards the early learning goals because of the knowledgeable and professional way the childminder observes and assesses their progress. For example, the childminder carries out a variety of observations that she uses to assess where children are at and to provide a good summary of children's progress across each of the seven areas of learning. The childminder then makes effective use of her assessments to plan for the next steps in children's learning and development in each area of learning. The childminder does not specifically obtain information from parents regarding children's progress within the areas of learning as they start at the setting, in order to plan more effectively for their individual progress towards the early learning goals from the onset, and to ensure that any future assessment is based on an accurate starting point.

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

Children feel very secure with the childminder who takes care to ensure she works closely with parents to understand children's home life and routines. This enables the childminder to value children and to include them within the setting, so that they feel welcome and at home. Children demonstrate their feelings of security by chatting happily with the childminder as they take part in fun activities. Young children settle well because the childminder's planning is very much based upon the prime areas of their learning. Children are eager to play and learn. Evidence shows that parents value the care and learning opportunities that children receive and feel that their children have 'come on in leaps and bounds' whilst in the childminder's care. Children behave well because they are well supported and stimulated. They learn to be well mannered and responsible because of the childminder's thoughtful discussions that help them to understand the consequences of

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

their actions, and because of her good role modelling.

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

Children develop good, healthy habits and routines because they choose to play outdoors in the garden as they wish. They choose from a good range of indoor and outdoor play activities within the childminder's home and as they visit different pre-school groups and parks within the area. The childminder meets regularly with other childminders at different venues and groups which enables children to develop relationships out of the setting and encourages their social skills. This varies children's experiences and opportunities and enables them to explore the local community. It also helps to prepare children for their transition into the next stage of their learning.

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

Children develop good self-care skills throughout activities and familiar routines. This is because the childminder encourages them to complete tasks for themselves. For example, young children learn to put on their own coats with praise and encouragement from the childminder. The childminder agrees arrangements for meals with parents, in order to meet all dietary needs. The childminder values children as individuals by working with parents and by observing children closely in order to understand and meet their needs within the setting.

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provision

The childminder has a strong commitment to continually improving the provision for children. She effectively reflects upon all aspects of children's care and their learning in order to plan for improvement. She seeks views from parents and works well with other professionals in order to gain ideas to improve and to ensure continuity for children. She is keen to access further training to develop her knowledge and understanding, which has a direct impact upon the quality of care and education she provides. The childminder keeps well-organised records in order to meet with requirements and promote children's welfare. The childminder places a high priority upon children's safety. She organises her home so that it is safe and secure and so that children can freely access all areas. She carries out thorough risk assessments across the provision in order to maintain children's safety. Children use a good variety of good quality toys, learning resources and equipment to

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provision

promote their independence and safety with the setting.

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provision

The childminder has a good understanding of the possible indicators of child abuse and thorough safeguarding children policies and procedures protect the children. The childminder openly shares information with parents regarding how to raise concerns and how to contact Ofsted as the regulator. This promotes a safe and transparent provision for parents and children. Overall, children's needs are well met and they are well prepared for school. This is because of the professional and knowledgeable way that the childminder plans within the Early Years Foundation Stage Statutory Framework.

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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 EY447184 Local authority Northamptonshire Inspection number 803720 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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.

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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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