Childminder in West Northamptonshire

Inspection date

Previous inspection date 19/02/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 partake in a good range of experiences outside of the childminder's home. They regularly visit the local park, library and toddler groups, all of which provide opportunities for children to develop their social skills in preparation for later transitions to nursery and school.  The childminder has strong relationships with parents. Two-way information is effectively exchanged, which enables children to settle quickly and ensure that their individual needs are well known and met.  Children develop secure attachments and bonds with the childminder and her family which effectively promotes their well-being and confidence.

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It is not yet good because

 Systems for monitoring the effectiveness of the educational programmes are still under development. As a result, planning is not sufficiently used to ensure all resources are effectively used to fully support children in making best progress across all areas of learning.  Self-evaluation is in its infancy and does not fully include comments from parents and children so that the childminder can develop her service in line with their wishes. 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 compulsory part 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 living room and garden.

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder registered in 2012 on the Early Years Register and on the compulsory part of the Childcare Register. She lives in Abington, Northamptonshire, with her child aged three years. The ground floor and the main bedroom upstairs are used for childminding. There are shops and schools close by. There is a fully enclosed garden available for outside play.

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Information about the setting

There is currently one child on roll in the early years age range. The childminder operates her service all year round and provides care from 8am until 6pm. She is able to take and collect children to and from local schools and pre-schools.

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must:

 improve the educational programme to ensure that the full range of resources are used to support children's individual learning in all areas.

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

 devise and implement a thorough self-evaluation process, which includes the views of parents and children, to identify strengths and areas for development.

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who attend

The childminder has a developing knowledge of the learning and development requirements. She records useful information from parents about their children's starting points and achievements at home and also observes children at play. This information is beginning to be effectively used to identify their next steps. Children make some independent choices from a wide variety of age-appropriate toys and resources. However, planning is not yet rigorous enough to ensure that there is a balance of activities across all areas of learning. For example, children do not effectively use all of the available resources, such as creative activities and mathematical games, to help them make best progress in all areas of their learning. Therefore, overall, children make satisfactory, rather than good, progress. Children's individual 'learning journey' records are regularly shared with parents to keep them informed of their child's ongoing progress. They are

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who attend

encouraged to continue their children's learning at home to help to prepare them in readiness for school.

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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. Their language development is well promoted because the childminder constantly engages them in conversation. New words are introduced into their vocabulary. For example, children learn that 'swirling' and 'whirly' are words that can be used to describe a snowfall. Children are familiar with nursery rhymes and join in when the childminder begins to sing. They choose books for themselves and enjoy sharing the experience with the childminder. She asks mostly open-ended questions to encourage children's thinking.

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who attend

Shape sorters help babies to recognise, shape and colour, and older children use some programmable toys. They learn to press keys and buttons, which helps to develop their information and communication technology skills. Children's social skills are developing appropriately because they mix with others in group situations and visit places of interest, such as the library. These opportunities satisfactorily 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 enjoy a warm and close relationship with the childminder. The gradual introduction and calm environment helps children to settle quickly and gain a good sense of belonging. They approach her confidently when they need support or help, for example, when struggling to get toys out of the compartment in a truck. The childminder knows the children in her care very well due to collecting comprehensive information from parents about their child's welfare needs, likes and dislikes when they first start to attend her setting. She then uses this to make sure that their routines and preferences are met.

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

The childminder praises and encourages children and is calm and polite. Children follow her example and she sensitively and gently reminds them of expected behaviour. Consequently, children learn to play in harmony and show high levels of self-esteem. The childminder organises her home generally well and low-level storage enables children to make some independent choices about their play. The broad range of toys and activities are of good quality and age-appropriate, although their use is not maximised to ensure that children engage in a balance of activities across all areas of learning. Children enjoy good experiences outside of the home. These include going on regular local walks and outings, such as visits to various libraries and parks. They use a range of outdoor resources and learn to ride wheeled toys and play safely on larger equipment. Children clearly enjoy being in the fresh air and have a positive attitude to being active. This

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

supports their overall health and physical well-being. In addition, introducing children to group situations where they can socialise helps them to become familiar with the transition into other settings.

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

Children learn how to keep themselves safe in the home and outdoors. The childminder teaches children how to cross the road safely and they practise the fire evacuation procedure. This helps them to respond to instructions quickly in the event of an emergency. The childminder supports children to develop a healthy lifestyle and provides them with a good variety of healthy meals and snacks, which are freshly prepared using home-grown food where possible. Children are learning about where their food comes from because they visit the childminder's allotment and help to grow vegetables. The childminder discusses children's individual dietary needs and preferences with parents during settling-in time and ensures these are met. Through effective daily routines, such as hand washing, children are learning about good hygiene practices.

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provision

The childminder has a sound awareness of her role and responsibility in relation to safeguarding and understands the procedure to follow should she have a concern about a child in her care. She has devised a written safeguarding policy which is shared with parents. She carries out both visual and written risk assessments to ensure children are cared for in a safe and suitable environment. 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 has a satisfactory understanding of the learning and development requirements. She liaises with the local authority early years worker to support her in implementing the revised changes to the Statutory Framework for the Early Years Foundation Stage. The childminder is continuing to develop her knowledge of the educational programmes and the experiences required to help children progress towards the early learning goals. However, planning is not yet robust enough to ensure that the wide range of available resources are effectively used to support children's learning in all areas so that they make best progress.

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provision

While the childminder has only been caring for children for a short period of time, she is beginning to reflect on things that have gone well, such as maintaining a safe environment and forming secure relationships with the children. In addition, resources which promote positive images of culture and disability have been added to enhance children's understanding of diversity. The childminder has begun to identify priorities and plans for improvement. However, she has not yet obtained the views of parents and children in the self-evaluation process in order to include them in identifying areas for further improvement.

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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 variety of ways, such as face to face or 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 satisfactorily helps to promote continuity in children's care and suitably complements their learning in readiness for school.

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The Childcare Register

The requirements for the compulsory 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 EY449957 Local authority Northamptonshire Inspection number 881323 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 1

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Name of provider

Date of previous inspection Not applicable

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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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