Childminder in North Northamptonshire

Inspection date

Previous inspection date 14/02/2013 20/07/2011

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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 feel safe and secure with the childminder. They build close attachments which effectively promotes their emotional well-being.  The childminder understands her role and responsibility in regard to safeguarding children. She assesses and minimises risks to children enabling them to play and move appropriately.  The childminder effectively praises children's new achievements which builds their confidence and self-esteem.

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It is not yet good because

 Ongoing assessment of children's achievements, interests and learning styles is not yet consistently linked to the planning of activities. As a result, children are occasionally not provided with challenging activities that are fully matched to their learning needs.  Parents are not always provided with regular opportunities to contribute ongoing information about their child's achievements at home. This hinders opportunities for them to become fully involved in the planning of their children's ongoing learning and development while in the childminder's care.

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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 progress record folders, 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 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in a house in the Kettering area of Northamptonshire. The whole of the ground floor and rear garden are used for childminding. The family has a pet dog and cat. The childminder holds a childcare qualification at level 3. She attends toddler groups and activities at the local children's centre. The childminder visits the shops and park on a regular basis. She takes and collects children from local schools.

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Information about the setting

There are currently seven children on roll. Four children are in the early years age group who attend for a variety of sessions and three are school-age children who attend before and after school and occasionally during school holidays. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children for whom English is an additional language.

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must:

 ensure assessment is linked to the planning in order to consistently provide all children with challenging activities that are fully matched to their learning needs  improve the two-way flow of information with parents. Extend opportunities for parents to become more involved in their child's learning and development by encouraging parents to contribute ongoing information about their children's achievements at home.

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who attend

The childminder is continuing to develop her knowledge of the revised Statutory Framework for the Early Years Foundation Stage in order to guide the development of children's capabilities. She uses observational assessment to understand children's interests, and to identify future learning priorities. However, assessment is not always routinely used to inform her planning of challenging experiences in all areas of the children's learning. Consequently, planned activities are occasionally not closely tailored to the needs of the children. The childminder has recently implemented revised procedures to monitor and track children as they progress towards the early learning goals. She understands the requirement to complete the Early Years Foundation Stage progress check at age two when the need arises.

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who attend

Children are developing the skills needed to support them in the next steps of their learning and development. The childminder plays alongside the children and asks appropriate questions to develop and extend their learning. For example, she encourages young children to fit shapes into spaces on inset boards and to work out what pieces are needed to fit the rail track together. This develops children's early problem solving skills. The childminder introduces new sounds and vocabulary during the context of the children's play. For example, young children are encouraged to say 'choo, choo' as they play with the train. This effectively develops their early communication and language skills. Young children enjoy songs and rhymes, such as 'Round and round the garden' and smile as they anticipate being tickled. They look at books for enjoyment and enjoy sharing picture books and stories with the childminder, which develops their early literacy skills.

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who attend

Visual aids, gestures, consistent routines and discussion with parents support children who speak English as an additional language. Babies and young children are encouraged by the childminder to develop their physical skills, for example, she supports babies desire to stand and walk. Older children enjoy visits to the local park where they access more challenging apparatus, such as the climbing frame and slide. Children's attendance at toddler groups enables them to develop their social skills and relationships with other children and adults. Although activities are occasionally not sharply focused on children's precise learning needs, they support children to make satisfactory progress.

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who attend

The childminder develops effective relationships with parents. She asks some questions about each child's stage of development at the start of the placement in order to aid the settling in process. The childminder communicates with parents on a daily basis. However, parents do not always have sufficient opportunities to contribute information about their child's ongoing achievements at home. This hinders opportunities for parents to become fully involved in the planning of their children's ongoing learning and development while in the childminder's care.

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

The childminder effectively supports children's well-being; relationships are positive which helps children to form secure emotional attachments. For example, children confidently approach the childminder for a cuddle, and subsequently, fall asleep in her arms. Parents' views about their child's care needs are sought at the start of the placement. Consequently, the childminder has an understanding of each child's background and requirements, for example, information is obtained in relation to any special dietary and health requirements. This helps to ensure continuous and consistent care for the children and aids the successful transition from the children's home into the childminder's care. Older children are able to make successful transitions to other childcare provisions because the childminder provides appropriate support.

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

The childminder provides a safe environment for the children. Children are developing an awareness of safety and how to stay safe. For example, the childminder helps young children to understand the importance of sensible road safety and why they need to practise the fire evacuation plan. Behaviour management strategies are discussed with parents to enable a consistent approach. Children are encouraged to adhere to the childminder's boundaries and expectations. They learn to share, take turns and to be kind to one another. Children receive praise and encouragement which develops their confidence and self-esteem. Consequently, they persist with their chosen activity and are proud of their achievements.

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

The childminder ensures that children have daily access to the outdoors for fresh air and exercise. Children go on local walks around the local community and enjoy visits to the park. The childminder encourages the children's self-care skills and helps them to learn to take responsibility during their activities and familiar routines. For example, children are encouraged to help tidy away the toys, to develop their personal hygiene skills and to dress themselves for outdoor play. Although children currently have meals which are provided by their parents, the childminder tries to work in partnership with parents to promote healthy options, such as eating fresh fruit. Children are able to help themselves to a drink if they are thirsty, which ensures they remain comfortable and well hydrated.

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provision

The childminder has a general overview of the educational programmes and experiences required to help children progress towards the early learning goals. She is continuing to monitor her planning and assessment procedures. However, assessment is not always routinely linked to the planning of activities. This occasionally impacts on the children's ongoing learning and development. Since the last inspection the childminder has obtained a childcare qualification to support her practice. The childminder uses self-evaluation to identify her strengths and areas for development. For example, the childminder intends to develop her knowledge of how to support children who speak English as an additional language by accessing additional training. The action and recommendations raised at the last inspection have been met.

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provision

The safeguarding and welfare requirements are met. The childminder implements appropriate policies and procedures to support the management of her provision. She understands the indicator signs of abuse and the procedures to follow should she have any concerns about the children in her care. This ensures that children are protected at all times. The childminder successfully identifies aspects her home that need to be checked on a regular basis. For example, she ensures the premises are secure, that her dog does not have unsupervised access to the children and that cupboards containing dangerous items are inaccessible to children. As a result, hazards to children are kept to a minimum and they are able to move around safely. The childminder establishes friendly relationships with parents in order to support the children's continuing care and learning. She is developing relationships with other providers involved in supporting the children's care and

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provision

education to support their continuity of care and learning.

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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 EY392067 Local authority Northamptonshire Inspection number 821818 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.

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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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