Childminder in North Northamptonshire

Inspection date

Previous inspection date 30/01/2013 10/03/2009

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

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This provision is satisfactory

 Children are cared for in a loving environment where they follow familiar routines. This helps them to feel safe and secure.  The childminder uses consistent and clear boundaries to help children develop an understanding of acceptable behaviour. House rules are sensitively reinforced which effectively promotes good behaviour.  Children enjoy visiting the local library and listening to their favourite stories in the childminder's home. This enhances their love of books and helps develops an understanding that words have meaning.

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It is not yet good because

 Information gathered about children's starting points and interests are not consistently used to fully plan for their individual learning needs. As a result, children make satisfactory, rather than good, progress.  There is scope to improve communication with other early years settings that some children attend, to further identify children's individual learning needs, in order to maximise the progress they make.  The views of parents are not incorporated when the childminder evaluates her practice and is considering areas for development. This means that improvements and changes do not yet take full account of their views and needs.

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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 activities in the downstairs rooms.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation and a selection of policies and children's records.

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Information about the setting

The childminder registered in 2003. She lives in a residential area of Earls Barton with her husband and two adult sons. Her daughter is her assistant. The ground floor is used for childminding. There are shops and schools close by. The childminder is able to take and collect children to and from local schools and pre-schools. There is a fully enclosed garden available for outside play. The family has two cats.

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Information about the setting

This provision is registered by Ofsted on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently five children in the early years age range on roll. The childminder also cares for children aged five years and older. She provides care all year round with the exception of bank holidays and two weeks holiday in the summer. The childminder operates from 7.30am until 5.30pm. The childminder is a member of the National Childminder Association.

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must:

 develop the planning of the educational programme so that the information gained from parents regarding their children's starting points and their interests are effectively considered when planning learning experiences for each child.

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

 improve partnership working the other settings children attend to further identify children's individual learning needs in order to ensure continuity and maximise the progress they make

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

 expand the use of self-evaluation to incorporate the views of parents when considering areas for development.

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who attend

Children make some independent choices from a general variety of age-appropriate toys and resources which help them to make steady progress in their learning and development in readiness for school. The happy environment helps children to relax and settle quickly. The childminder has a developing knowledge of the seven areas of learning. At the onset of care parents are asked to complete an 'all about me document' which provides the childminder with information about their children's starting points and interests. However, the information gained is not consistently used to plan for children's individual learning, which means that activities do not always offer appropriate challenge to help children make best progress. Parents are suitably involved in their child's learning through regular conversations with the childminder. Also, they know they can view their child's 'learning journeys' at any time so that they can continue to enhance their children's

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who attend

Children enjoy the childminder's involvement in their play because she shows an interest in what they are doing. When children play in the role play area they make the childminder a birthday cake with candles. The childminder uses this opportunity for children to name colours and count objects. They carefully line cars in rows on the road mat pretending that they are in a traffic jam. This promotes children's mathematical skills and imagination well. Children describe the type of cake they bake and relate the activity to situations that happen in their lives. For example, a child talks about having a fairy cake at a party with Santa. This enables children to recall and reflect on the past. The use of posters around the playroom encourage children to see letters in print which develops an understanding that words having meaning. Children enjoy listening to their favourite stories and the childminder plans some visits to the local library to enhance their love of

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who attend

Children enjoy appropriate experiences outside of the home. They get regular physical exercise and have great fun playing outdoors in the garden climbing on equipment and manoeuvring wheeled toys. This helps them with their balance and co-ordination skills. They also walk to the local park and to and from school. All of these activities help children to understand how exercise helps them to stay healthy. Children's social skills are developing appropriately because they mix with others in group situations when they visit other local childminder's who care for young children. These opportunities help to prepare children for their transition to the next setting.

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

Children are cared for in a home which is generally well organised to enable them to make independent choices about their play. They have trusting relationships with the childminder and her assistant. These positive relationships result in happy children who feel safe in their care. The childminder takes care to ensure she obtains appropriate information from parents about likes and dislikes and children's routines. Most children have started with her as babies and her knowledge of their needs is sound. She takes time to talk to each child individually throughout the day so children feel they are special and valued. Children learn to behave well because the childminder is a good role model and sets clear boundaries for their behaviour. Through consistent routines, children begin to understand the importance of sharing and good manners. There are some clear house rules in place and these are reinforced with patience to persuade younger children to

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

Parents provide their own children with a range of healthy packed lunches and snacks. Therefore, children are developing a positive attitude and understanding of healthy eating. Daily routines, such as hand washing help children learn about appropriate hygiene practices. They also develop some self-care skills, putting their own shoes and coats on before going outside to play. They indicate their needs when they are uncomfortable, for example, asking the childminder to close the blinds when the sun is shining into their eyes. Young children accompany the childminder in taking others to the local school and nursery. These opportunities help children to become familiar with the transition into other settings. Children gain a sound awareness of their personal safety because the childminder makes effective use of opportunities to teach children about road safety. Older children understand why they must hold her hand when walking along busy roads and how to

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

cross the road safely. Babies are safe as they are securely strapped into their pushchairs. Children learn about fire safety because they periodically take part in emergency evacuation procedures.

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provision

The childminder has a satisfactory understanding of both the welfare and learning and development requirements. This is because she enlists the help of the local authority early years workers to support her in implementing the revised changes to the Statutory Framework for the Early Years Foundation Stage. The childminder demonstrates a sound commitment to continuous improvement. She has renewed her first aid certificate and arranged for her assistant to complete a refresher course so that their knowledge about how to deal with accidents is up-to-date. The childminder has started to evaluate her practice. However, parent views are not sought to help her identify areas for future improvement so that any changes made, reflect their views and needs.

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provision

The childminder and her assistant have a sound awareness of their role and responsibility in relation to safeguarding and understand the procedures to follow should they have a concern about a child in their care. The childminder has devised a written safeguarding policy which she ensures is shared with parents. She carries out both visual and written risk assessments to ensure children can play and explore confidently in a suitable environment. All adults in the household have been vetted and undertaken suitability checks. Consequently, children are effectively safeguarded from harm.

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provision

The childminder is sufficiently organised to ensure that play is varied and purposeful. She is beginning to monitor and reflect on the quality and impact of the activities she plans and organises. She has a sound understanding of the areas of learning and how children learn, however, she does not consistently use information about children's interests and starting points to cater for each child's individual abilities. Her observations and assessments help her to know how well children are progressing and she can give parents appropriate feedback about their child's achievements and next steps.

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provision

The childminder has positive relationships with parents and regularly shares information about children's routines and the activities they complete. They communicate in a the variety of ways, such as face to face, via phone and text. This helps to ensure information sharing is effective. Relationships with other providers delivering the Early Years Foundation Stage where children attend are developing. This helps to promote continuity in children's care but does not extend to sharing information about children's learning needs in order to maximise the progress children make.

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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 EY235569 Local authority Northamptonshire Inspection number 819633 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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. 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

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Type of provision

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, safeguarding and child protection.

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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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