Childminder in West Northamptonshire

Inspection date

Previous inspection date 16/01/2013 30/01/2012

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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

 Children are supported to acquire the skills and capacity to develop and learn and be ready for the next stages in their learning. They enjoy their play and are confident to try new activities.  Children are well cared for in this inclusive and welcoming home. They form secure attachments and bonds with the childminder, which promotes their emotional well- being.  The childminder implements secure policies and procedures to safeguard children. Risks within the childminder's home are minimised because the childminder completes daily checks to ensure the premises are safe and secure.  Children regularly attend activity sessions at a local Children's Centre. This supports children's social interactions with their peers and other adults and broadens their range of experiences.

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It is not yet outstanding because

 Procedures to gather information from parents about starting points on entry in relation to children's learning and development are not fully robust.  There is scoop to improve the use and accessibility of resources to ensure they are fully accessible and open-ended so they can be used, moved and combined in a variety of ways.

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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.  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, 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 self- evaluation.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Far Cotton area of Northampton with one child aged 10 years. The whole of the ground floor and an upstairs bedroom are used for childminding. There is a fully enclosed garden available for outside play. The childminder takes and collects children from a local pre-school. The childminder currently has one child on roll who is in the early years age group and attends for a variety of sessions. She is open all year round from Monday to Friday except for family holidays agreed in advance and provides overnight care.

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

 improve opportunities for parents to contribute additional information about children's starting points in their learning and development, for example, by developing 'All about me' information

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

 improve the use and accessibility of resources to ensure they are fully accessible and open-ended so they can be used, moved and combined in a variety of ways.

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who attend

Children are happy, settled and enjoy their time in the childminder's care. They are confident to try new activities and experiences and display positive attitudes to learning. Ongoing observations and assessments of children's progress are recorded and used to plan next steps in their learning and development. The childminder effectively monitors how children are progressing over time in all areas of their learning. Consequently, children are developing the key skills needed for the next steps in their learning, including pre-school and school where appropriate.

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who attend

The childminder is aware that children learn through play. She becomes actively involved in the children's play, building on their skills which effectively provokes their thinking and extends their learning. For example, the childminder develops children's language for communication through her ongoing discussions and interactions. The childminder introduces new vocabulary during the context of the children's play and encourages them to talk about the letters that represents the sounds they hear at the beginning of their name. From a young age, children are encouraged to develop their appreciation of books. They handle books carefully, are inquisitive to find out what is hidden under the flaps and enthusiastically repeat familiar phases. The childminder develops children's understanding of opposites, such as hot and cold or up and down.

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who attend

Children have access to appropriate age-related resources. For example, children enjoy using their imaginations as they handle the small figures and dinosaurs. However, children are not always able to access additional resources to enable them to fully explore and develop their own play and ideas further. As a result, learning opportunities are occasionally lost. Children's thoroughly enjoy trips to the garden centre, shops and library, which successfully broadens their range of experiences. They regularly socialize and develop relationships with other children and adults during their attendance at local Children's Centre activity sessions. They have opportunities to explore and experiment with a good range of media and materials through sensory exploration. For example, children immerse their hands in sand and water, sit in baked beans and use their fingers to make marks in the corn flour.

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who attend

Children's enjoy being physically active and learn to move their bodies in a variety of ways. For example, children develop their balancing skills as they carefully walk across the rope and play parachute games with their friends. Children throw light scarves into the air and learn to catch them as they slowly fall to the ground. They have access to large play apparatus, such as, climbing frames and slides during trips to the park and to soft play activity centres. This successfully challenges the skills of older children. Children develop hand-to-eye coordination as they handle tools, such as scissors, with growing precision. They confidently differentiate different colours, paint and create collage pictures. Children proudly say they have made a 'boat'.

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who attend

The childminder obtains information about the children's likes and comfort items at the start of the placement. However, while the childminder has an overview of children's development, procedures to obtain this information are not yet fully robust. This limits opportunities for parents to contribute to the initiate assessment process. The childminder communicates with parents on a daily basis and 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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The contribution of the early years provision to the well-being of children

Children are happy and relaxed in this inclusive, nurturing and supportive environment. They are developing a sense of belonging whilst in the childminder's care because they are valued and respected as individuals. Consequently, they feel safe and secure. Children settle because the childminder takes time to find out about their routines, preferences and care needs. As a consequence, the childminder has an understanding of each child's background and requirements. This helps to ensure continuous and consistent care for the children and successfully aids transitions from the children's home into the childminder's care. Older children make successful transitions to other childcare provisions because the childminder establishes links with the key person and shares information about the children's progress and attainment levels across all areas of their learning and development.

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

Relationships are warm and caring and children form secure emotional attachments with the childminder. For example, children confidentiality approach the childminder for reassurance as required and seek out and include the childminder in their play and decisions. The childminder's gentle encouragement and her ongoing explanations support children in understanding and managing their behaviour. For example, children are encouraged to show respect for others, to share and take turns. Children receive praise for their efforts and achievements which successfully promotes their confidence and self- esteem. After receiving praise children smile and show pride in their achievements. Children feel safe in the children's home because the childminder is vigilant about safety and supervision. They are taught to recognise dangers and how to remain safe. For example, children explain that they must wait to see the 'green man' before they cross the

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

road and learn that they need to wear a hat and apply sun cream to protect themselves from the sun.

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

Children are cared for in the childminder's welcoming home. They have regular access to the outdoors for fresh air and exercise which promotes continuing fitness and well-being. Children walk to activities at the local Children's Centre and bounce on the trampoline in the childminder's garden. They are provided with a good range of balanced and nutritious meals and snacks which supports their healthy growth and development. For example, children enjoy freshly prepared pasta dishes, fresh fruit and yoghurt. Drinks are readily accessible which enables children to help themselves to a drink when they are thirsty. This ensures children remain comfortable and well hydrated. Children are cared for in a clean home. Good personal hygiene habits are promoted to help minimise any opportunities for cross-infection. Children are encouraged to wash their hands after using the toilet. Children complete self-care tasks for themselves in order to develop their independence.

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

For example, children put on their coats for outdoor play and help to tidy away the toys.

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provision

The childminder has a positive and active approach towards her childminding. She attends additional training workshops to enhance her existing skills and knowledge. For example, the childminder has attended training to support the implementation of the revised Statutory Framework for the Early Years Foundation Stage. She uses self-evaluation to highlight successful practice and areas for improvement. This includes asking parents for their comments about the care and learning provided. Consequently, the childminder has a good overview of her current practice, including the delivery of the educational programmes and the implementation of the safeguarding and welfare requirements.

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provision

The childminder has developed a good range of written policies and procedures covering different aspects of her care, such as a behaviour management policy and a complaints procedure. Each policy supports her practice and is shared with parents. The childminder demonstrates a secure knowledge and understanding of the procedures required to protect children from all forms of abuse. She has attended appropriate child protection training and is familiar with the procedures to follow to report concerns. Risks of accidental injury are minimised during indoor and outdoor activities because the childminder supervises the children well and carries out daily risk assessments of all aspects of her home. For example, the front door and rear garden gate is secure and dangerous substances are made inaccessible to children in the kitchen. Consequently, children are able to move around safely. The childminder develops positive working relationships with parents. This ensures that

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provision

children's care is consistent and their development is actively promoted. The childminder understands the importance of developing relationships other providers, schools and professionals in order to identify all children's needs and help them make progress. For example, she shares information about children's care and education in order to ensure continuity and coherence.

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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 EY430542 Local authority Northamptonshire Inspection number 875946 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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