Childminder in North Northamptonshire

Inspection date

Previous inspection date 05/03/2013 11/02/2009

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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 are motivated learners. They persist with activities when challenges occur because the childminder provides effective support and encouragement.  The childminder builds respectful and caring relationships with all children. This successfully builds their confidence and self-esteem.  The childminder has a good understanding of how to promote the health and safety of the children in her care. Safeguarding procedures are secure. As a result, children are well-cared for and protected.  Successful partnerships with parents and other providers result in an integrated approach to children's care, learning and development.

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It is not yet outstanding because

 The educational programme for literacy does not provide sufficient opportunities for children to model writing for a purpose. Therefore, children's literacy development is not fully maximised.  There is scope to develop outdoor space and resources to enable children to explore, build, move and engage in role play when playing outside.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 her 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.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child in a house in village of Desborough, Northamptonshire. The whole of the ground floor and the rear garden are used for childminding. The family has one pet dog and two cats.

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Information about the setting

The childminder holds an appropriate early years qualification and has completed basic training in first aid and child protection. She attends a childminder group and the local children's centre. The childminder visits the local shops and park on a regular basis. She takes children to, and collects them from, the local school.

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Information about the setting

There are currently two children on roll, one child is in the early years age group and attends for a variety of sessions and one school age child attends before and after school. The childminder operates all year round from 7am to 6.30pm Monday to Friday, except bank holidays and family holidays.

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

 expand the educational programme for literacy by providing opportunities for children to model writing for a purpose

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

 develop the use of outdoor space and resources to enable children to explore, build, move and engage in role play when playing outside.

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who attend

Children are developing the key skills needed for the next steps in their learning, including pre-school and school, where appropriate. They are active learners and display curiosity about the environment around them. Children confidently ask questions and want to find out more. Ongoing observational assessments are used to find out and analyse how well children are developing and progressing. The childminder subsequently uses this information to develop the activity planning based on the children's interests and next steps. She carefully tracks children's progress in each area of their learning and checks that all children are making good progress in relation to their staring points. The childminder's effective partnership with parents has a positive impact on children's learning and development. Information about the children's favourite activities, routines and stage of development is obtained at the start of the placement. This information is

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who attend

subsequently used to provide appropriate resources to aid the settling-in and initial assessment process. Parents are able to regularly review their children's progress record and are actively encouraged to share updates about their child's achievements at home. This continuous exchange of information helps to support and extend children's learning and development. In partnership with the parents, the childminder successfully completes the Early Years Foundation Stage check for children at age two.

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who attend

The childminder supports children in their chosen activities. She sensitively joins in the children's play, fitting in with their ideas. For example, the childminder supports children to use the screw driver appropriately as they pretend to mend the toy car. As a result, children learn that tools can be used for a purpose and develop their hand-to-eye coordination. The childminder develops children's language for communication through her ongoing discussions and interactions. She introduces new vocabulary during the context of the children's play and asks questions which encourage them to think and respond. For example, the childminder talks about the 'knights' as the children play with the castle and tells the children that a baby lion is called a 'cub'. Children look at books for enjoyment and make marks as they draw and paint. Older children give meaning to the marks they make. However, the childminder does not always provide opportunities for children to

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who attend

model writing for a purpose, for example, by writing a shopping list or a message for their parents. Consequently, children's literacy development is not fully maximised. Older children are encouraged to name and sound the letters of the alphabet. They enthusiastically say that 'm' is for 'mummy'.

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who attend

Older children confidently count and recognise written numerals on the garage. They learn to differentiate between big and small as they experiment to find out which sized doll fits into the car. Children concentrate and persevere for a sustained period of time as they complete jigsaw puzzles. This effectively promotes their problem solving skills. They smile and are proud of their achievements. 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 recognise festivals and special celebrations, such as, the Chinese New Year and the Queens Diamond Jubilee. Children enjoy being physically active in the childminder's garden. They run, throw and catch balls and manoeuvre wheeled toys. However, the childminder does not arrange outdoor spaces and resources to enable children to fully explore, build, move and role play. This limits

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who attend

opportunities for children to develop their knowledge and skills across all areas of learning while playing outside.

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

Children form genuine bonds with the childminder. They are respected as individuals and treated with kindness. This effectively supports their emotional security and as a result, children feel special and develop secure relationships with the childminder, demonstrating that they enjoy their time with her. For example, children confidently seek support as required and naturally include the childminder in their play and discussions. Children settle well because the childminder takes time to find out about the children's requirements, preferences and routines. For example, information is exchanged to ensure that specific dietary needs and preferences are catered for and that any medical needs are known and accurately met. This helps to ensure care is consistent so children make the transition from their home into the childminder's care with ease. Children make successful transitions to other childcare provisions because the childminder shares information about

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

their care, progress and attainment levels.

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

The childminder provides safe surroundings in which children have freedom to move as they want, whilst being kept safe. They learn how to cross the road safely and take appropriate risks on apparatus in the park, learning to stop when they feel unsure. Children behave well. This is because the childminder actively supports children to understand and manage their behaviour. For example, children are encouraged to take turns, to share and respect the resources, and to display kindness to their friends. Children are praised for their achievements which actively builds their confidence and self- esteem.

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

Children's health and well-being is effectively promoted. They are encouraged to be physically active as part of maintaining a healthy lifestyle. For example, children experience daily fresh air, go on local walks, crawl through tunnels at soft play activity centres and access more challenging physical equipment, such as, the climbing frame and balance beam at the park. This actively promotes children's skills in coordination, control and movement. Children are provided with healthy snack and meal options. For example, they enjoy fresh fruit, cheese sandwiches and yoghurt. Children know that they can access their drinks whenever they are thirsty, which ensures they remain well hydrated and comfortable. Their independence and self-care skills are promoted as part of the daily routines. For example, children learn to put on their coats and shoes before going out, are encouraged to help tidy away the resources and know that they wash their hands before

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provision

The childminder has a good overview of the educational programmes and the experiences required to help children make progress towards the early learning goals. The monitoring of children's progress is good and means that their development is promoted in all areas. Self-evaluation, including asking parents for their comments about the care and learning provided, is used to highlight successful practice and areas for improvement. For example, the childminder intends to access further training to develop and extend her existing knowledge and skills. The action and recommendations raised at the last inspection have been met. For example, the childminder has now completed first aid training, child protection knowledge and observational assessment techniques have been developed and fresh drinking water is now made available to the children. This demonstrates the childminder's commitment to continuing improvement.

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provision

Children's welfare is promoted because the safeguarding and welfare requirements of the Early Years Foundation Stage are met. The childminder understands her role and duty to protect children from harm. She has a good understanding of the indicator signs of abuse and is familiar with the procedures to follow to report concerns. A written child protection policy and all relevant guidance documents are in place to support her practice. The childminder supervises the children well. Ongoing safety checks ensure that all areas of the environment are safe and welcoming. For example, dangerous objects are made inaccessible to children in the kitchen and the premises are secure. Consequently children move around safely and independently. The childminder has developed a good range of written policies and procedures covering different aspects of her care, such as, a behaviour management and equal opportunities policy. Each policy supports the effective

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provision

management of the provision and is shared with parents, which ensures they are suitably informed about how the service operates.

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provision

The childminder builds and maintains effective partnerships with parents. Parents comment positively about the care and learning provided. They state, 'my child is stimulated and taught new things every day' and that the childminder is 'very reliable, friendly, and flexible'. The childminder develops effective relationships with other providers and professionals. Relevant information is regularly exchanged to ensure continuity of care and learning for each child.

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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 action. 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 EY314429 Local authority Northamptonshire Inspection number 820439 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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