Childminder in West Northamptonshire

Inspection date

Previous inspection date 18/12/2012 20/01/2012

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder creates a generally safe environment which enables children to move around safely and independently.  Children quickly settle and form secure attachments with the childminder. Relationships are warm and nurturing.  The childminder develops effective partnerships with parents. This supports an integrated approach to children's care, learning and development.

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It is not yet good because

 Observation and assessment is not always used to plan challenging experiences for individual children across the seven areas of learning; taking into account their interests and the next steps in their learning.  Arrangements to monitor and track children's progress towards the early learning goals are not fully embedded in the childminder's practice.  The daily record of the names of the children and their hours of attendance is not always up to date.  The educational programme for expressive arts and design does not provide sufficient opportunities for children to use their senses to explore and experiment with a wider range of media and materials.

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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 had a tour of the premises during the inspection.  The inspector observed the 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 inspection.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the town of Brackley, Northamptonshire with her husband, one adult child and one child aged 11. The childminder uses the whole of the downstairs area and enclosed garden for her childminding. The family has a pet dog. The childminder attends toddler groups, regularly visits the park and collects children from local schools and pre-schools. The childminder is a member of the National Childminding Association

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Information about the setting

The childminder currently has six children on roll. Two children are in the early years age group and attend for a variety of sessions and four are school-age children who attend after school and during the school holidays. The childminder operates all year round from Monday to Friday except for family holidays agreed in advance.

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must:

 provide challenging and enjoyable experiences for children in all areas of learning and development, by using observation and assessment of children's learning to identify their next steps, planning for individual children and taking into account their interests and the next steps in their learning  ensure a daily record of the names of the children and their hours of attendance is maintained for all children  develop the educational programme for expressive arts and design further, by providing opportunities for children to use their senses to explore and experiment with a wider range of media and materials, such as, children making marks on big sheets of paper and feeling media such as gloop and dough.

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

 develop effective procedures to monitor and track children's progress towards the early learning goals.

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who attend

The childminder observes children to assess their achievements and understand their interests. However, the childminder does not always effectively use this information to plan further challenging experiences to enhance their learning across the seven areas of learning. The childminder has a general idea of children's progress and their interests. However, current procedures are not sufficiently rigorous to accurately monitor and track children's progress. Consequently, the childminder does not have a clear overview of children's learning over time and across the seven areas of learning in order to extend their learning where needed.

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who attend

The childminder works effectively with the parents. Information about children's learning and development is verbally discussed at the start of the placement. This is used to aid the settling-in and initial assessment process. The childminder communicates with parents on a daily basis and uses a daily diary to share and exchange information. Parents have regular opportunities to view their child's learning journey folder and are encouraged to contribute information about their ongoing achievements at home.

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who attend

Children are acquiring some of the skills, dispositions and attitudes to be ready for the next stage in their learning. For example, children learn to solve simple problems as they work out how to put the curved and straight train track pieces together. Children are encouraged to count and to stack coloured rings in order of size. Young children's language development is appropriately encouraged. The childminder introduces new vocabulary as the children play, such as, 'guitar' and encourages them to imitate different sounds. Children look at books for enjoyment and are beginning to make marks on paper.

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who attend

Children are provided with a range of activities which promote their hand-to-eye coordination, for example, children handle tools such as paint brushes and post shapes into shape sorters. They enjoy art activities, such as, sponge painting and sticking. However, the childminder does not always provide sufficient opportunities for children to use their senses to explore and experiment a wider range of media and materials. This restricts children's creativity and sensory exploration.

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

Children quickly settle and form secure attachments while in the childminder's care. For example, children seek support and reassurance as required and readily sit on the childminder's lap to listen to a story. This effectively supports children's emotional development. Information about the children's care needs is obtained from parents at the start of the placement, for example, any known medical or dietary requirements. As a consequence the childminder has an understanding of each child's background and requirements which helps to ensure continuous and consistent care for the children. This effectively supports transitions from the children's home into the childminder's care.

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

Children build positive relationships with the childminder who is kind and caring towards them. They are actively encouraged to share, take turns and to recognise that their actions may hurt others. Consequently, children learn to play harmoniously alongside one another. Children receive praise and encouragement which successfully promotes their confidence and self-esteem. They are developing their independence and are learning to take responsibility. For example, children select resources from the accessible storage boxes, put on their aprons for messy play and learn to use appropriate utensils to feed themselves. Children's are beginning to gain an understanding of dangers, for example, they learn from the childminder that the cooker is hot and how to cross the road sensibly and safely. They learn the importance of good personal hygiene from an early age, being actively encouraged to wash their hands in order to prevent the spread of infection.

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

Children experience daily fresh air and are provided with activities which effectively promote their fitness and well-being. They enjoy local walks in the community and visit the park and soft play sessions to access more challenging play equipment. For example, children bounce on the bouncy castle, manoeuvre sit and ride toys and climb on the climbing frame. Consequently, children learn skills with control and coordination as they learn to move their bodies in a variety of ways. Children are provided with a range of balanced and nutritious meals and snacks such as fresh fruit, spaghetti Bolognese, fish cakes and toad in the hole. Drinks are readily accessible which enables children to help themselves to a drink when they are thirsty and ensures they remain well hydrated. Children sit well at the table and develop appropriate table manners and social skills because the childminder instils these values into the children.

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provision

The childminder is continuing to develop her knowledge and understanding of the learning and development requirements, including planning and assessment in order to ensure that children are provided with and participate in a board range of experiences. The childminder displays a commitment to the continual development her childminding practice. She uses self-evaluation to identify strengths and areas for future development and asks parents for their feedback on the quality of the provision. Recommendations raised at the last inspection have been met. The childminder has obtained information about who has parent responsibility and legal contact for children and she now provides more opportunities for children to make marks and use some different media.

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provision

The childminder generally implements the safeguarding and welfare requirements of the Early Years Foundation Stage. She has developed a range of policies and procedures, for example, the childminder ensures that children's well-being is sustained through her recording and monitoring of any accidents. However, the childminder does not always maintain a daily record of attendance for all children in her care. This is a welfare requirement and a requirement of the Childcare register. However, while the effective management of the setting is compromised this does not have a significant impact on the safety and well-being of children. The childminder establishes effective partnerships with parents, for example, information is regularly shared about children's well-being and their participation in activities. Parents speak positively about the care and learning provided. The childminder understands the importance of working with other professionals involved

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provision

in supporting the children's care and education in order to ensure that all children receive consistent and complementary care.

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provision

Arrangements for safeguarding children are sound because there are procedures in place for identifying children at risk of harm and liaising with the appropriate agencies. This ensures that children are appropriately protected. The childminder has also attended safeguarding children training. She supervises the children well and has a good awareness of how to keep them safe in her home. Risk assessments are completed and the childminder is aware of children's developing abilities and ensures that appropriate safety measures are in place to avoid dangerous situations. For example, safe barriers prevent children from accessing the marble hearth and the childminder's dog.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises including their hours of attendance (Records to be kept).  keep a daily record of the names of the children looked after on the premises including their hours of attendance (Records to be kept).

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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 220594 Local authority Northamptonshire Inspection number 818171 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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