Childminder in West Northamptonshire

Inspection date

Previous inspection date 05/02/2013 28/05/2009

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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 build close and secure attachments with the childminder. They are happy in their surroundings and show pleasure in their play and interactions.  Children are keen to learn and are effectively supported by the childminder to acquire the skills to achieve. They are therefore well prepared for their future education.  Effective partnerships with parents results in an integrated approach to children's care, learning and development.  The childminder has a good understanding of how to promote the health and safety of the children in her care. Safeguarding procedures are secure.

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It is not yet outstanding because

 The educational programme for expressive arts and design does not provide sufficient opportunities for children to engage in imaginative role play based on their own experiences. This hinders opportunities for children to immerse themselves into imaginary worlds.  The educational programme for understanding the world does not provide sufficient opportunities for older children to access information communication technology apparatus, such as, a computer or digital camera. This hinders opportunities for older children to fully develop their understanding of technology.

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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 her self-evaluation form.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the East Hunsbury area of Northampton with her husband and one child aged six years. She uses the whole of the downstairs area of her home for childminding. Toilet and sleeping facilities are provided on the first floor. There is an enclosed garden for outdoor play. The family has a pet dog.

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Information about the setting

The childminder holds an appropriate early years qualification at level 3. She currently has five children on roll. Three children are in the early years age group who attend for a variety of sessions and two are school-age children who attend after school and occasionally during school holidays. The childminder operates all year round from Monday to Friday except for family holidays agreed in advance. She is a member of the National Childminding Association.

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

 extend the educational programme for expressive arts and design by: providing opportunities for children to engage in imaginative role play based on their own experiences

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

 enhance the educational programme for understanding the world by: providing opportunities for older children to access further information communication technology apparatus, such as, a computer or digital camera.

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who attend

Children enjoy their time in the childminder's care. They are busy, active learners and are developing the key skills needed for the next steps in their learning, including pre-school and school where appropriate. Ongoing observation and assessment of the children's progress are noted and used in developing the next steps in their learning and development. The childminder provides adult-led activities and opportunities for children to explore independently. She implements good procedures to obtain information from parents when children first start at the setting. For example, she obtains information about the children's favourite activities and stage of development. The childminder subsequently uses this information to aid the settling-in and the initial assessment process. She communicates with parents on a daily basis and parents are able to access their child's developmental progress record and are encouraged to contribute information

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who attend

about their child's achievements at home.

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who attend

Children are supported by the childminder to acquire the skills to learn and achieve. This is because the childminder asks appropriate open-ended questions and poses problems which help young children to think of a response and explore their chosen activity further. For example, during a painting activity children are encouraged to explore what happens when the colours are mixed together. The childminder develops children's language for communication through her ongoing discussions and interactions. Consequently, children learn to listen, increase their vocabulary, form simple sentences and are able to express their needs. Older children are developing their early literacy skills. They look at books for enjoyment, recite rhymes and are beginning to give meaning to marks as they draw. The childminder supports children in recognising and writing their own names. She talks to the children about the letters that represent the sounds they hear at the beginning of their

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who attend

Older children count the snails and learn to recognise the difference between big and small. They concentrate as they match the appropriate number of cars to the written numeral. Children smile and are proud of their achievements. Their physical development is actively promoted. Children move spontaneously in the available space and develop control over their bodies as they run, ride on wheeled toys, play ball games and climb the steps of the slide. They handle small world resources, such as the farm animals and play figures. However, children are not always provided with sufficient opportunities to engage in imaginative role play based on their own experiences. Consequently, children's excursions into imaginary worlds are hindered. Children make new friends during visits to different toddler groups and are learning to appreciate diversity and to develop a positive view of society and the wider world. For example, children learn that some people use

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who attend

braille to enable them to read and celebrate a variety of festivals. Children enjoy operating mechanical toys. However, older children do not always have sufficient opportunities to access information communication technology apparatus, such as, a computer or digital camera. This hinders opportunities for children to fully develop their understanding of technology.

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

Children are warmly welcomed into this friendly environment. They develop secure attachments with the childminder, demonstrating that they enjoy their time with her. For example, they naturally include the childminder in their play and discussions and children confidently approach the childminder for reassurance if required. This increases their sense of well-being and promotes their emotional development. New children settle well because the childminder takes time to find out about each child's background, their preferences and usual routines. This helps to ensure continuous and consistent care for the children and effectively aids 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 play with a good range of toys and use equipment which is appropriate for their age and stage of development. They have opportunities to learn about and practice the knowledge and skills needed to stay safe by responding to the guidelines set out by the childminder. For example, they learn how to cross the road safety and are taught how to use equipment, such as, the scissors safely. The childminder encourages children to explore more challenging play apparatus in the park and ensures she is on hand to support the children as and if required. Consequently, children are encouraged to develop an understanding of the risks associated with their activity. Children are encouraged to develop the habits and behaviour appropriate to good learners, their own needs, and those of others. They are actively encouraged to share, take turns and to recognise that their actions may hurt others. Children receive praise and encouragement which actively

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

develops their confidence and self-esteem.

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

Children are encouraged to lead a healthy lifestyle. Their individual dietary needs are acknowledged and met because the childminder takes account of the wishes of parents as she discusses dietary requirements with them. The childminder provides healthy meals and snacks and encourages children to try a variety of fresh fruit for their snack. Children enjoy making pizza and learn to differentiate between 'good' and 'bad' foods. This helps children to learn about the importance of a healthy diet. Children develop an understanding of the importance of physical exercise from an early age. This is because the childminder provides appropriate activities to encourage this. For example, children go on local walks and access more physically challenging equipment in the park and local activity centres. This promotes children's continuing well-being and fitness. Children develop their awareness of good hygiene practices. For example, they learn why they

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

need to wash their hands before snack and after using the toilet in order to prevent the spread of infection. Children independently select resources for themselves, learn how to dress themselves and are encouraged to use 'good team work' when they help to tidy away the resources.

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provision

The childminder has a good overview of the educational programmes and experiences required to help children make progress in their learning and development. Consequently, children make good progress in relation to their starting points. The childminder strives to provide good quality care and learning and to improve her practice. For example, since the last inspection she has obtained a childcare qualification and refreshed her safeguarding children training. Standards have been raised since the last inspection because all previous actions and recommendations have been met. For example, observational assessment has now improved. The childminder uses self-evaluation to reflect on the quality of her provision and has sought parental feedback on the care and learning provided. Priorities have been identified in order to continue to develop and improve on her current practice, for example, the childminder intends to access additional training.

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provision

Safeguarding and welfare requirements are met. The childminder has developed a good range of written policies and procedures covering different aspects of her care. Each policy supports her current practice and is shared with parents to ensure they are well informed about how the childminder operates her service. The childminder is aware of her responsibilities to provide a safe and secure environment. She has a good understanding of the indicator signs of abuse and understands the procedures to follow should she have any concerns about a child's welfare. This ensures that children are well protected and given high priority at all times. The childminder supervises the children well and hazards within her home are kept to a minimum. For example, a safe barrier prevents children from having unsupervised access to the stairs and dangerous substances are made inaccessible to children in the kitchen. Consequently children move around safely and

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provision

The childminder establishes close collaboration with parents in order to provide continuity of care for all children. Parents comment positively on the care and learning provided. They state that the childminder is 'very attentive, caring and sensitive' and that she 'bonds very well with children, acquiring explicit trust'. The childminder understands the importance of developing positive relationships other providers and professionals involved in supporting the children's care and education. For example, she supports school aged children's ongoing learning and development by practising their phonics and helping them to practise writing their name.

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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 EY381704 Local authority Northamptonshire Inspection number 821570 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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. 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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