Childminder in North Northamptonshire

Inspection date

Previous inspection date 11/03/2013 12/02/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Excellent organisation of the learning environment and the planning of activities ensures the children are fully engaged and actively learning throughout the day.  Observation and assessment arrangements for the educational programmes are rigorous, which enables children to reach their full potential.  The childminder is dedicated to providing high quality care and education to all the children who attend. Her robust monitoring of the provision and ongoing professional development ensure there is a strong capacity to continually improve.  The childminder is very effective in encouraging parents to share what they know about their children when they first attend and during their placement with her. Therefore, they feel extremely valued and actively contribute to their children's learning.  The childminder has very secure knowledge and understanding of the children's individual needs. They are extremely well met and, as a result, children are happy,

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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 looked at the childminder's self-evaluation document, a selection of policies, procedures and children's records.  The inspector observed activities in the childminder's lounge and kitchen.  The inspector spoke to the childminder and the children throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents who provided written information for the inspection.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with partner and two children aged nine and five years in Irchester, near Wellingborough. The childminder occasionally works with her assistant, who is also her partner. The downstairs area is mainly used for childminding, along with the upstairs bathroom. The family has a dog and two cats.

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Information about the setting

The childminder takes the children to activities in the local community and drops off and collects children from local schools. There are currently eight children on roll, three of whom are in the early years age group. Children attend on a full- and part-time basis. The childminder has a childcare qualification at level 3. She cares for children with special educational needs and/or disabilities. The childminder operates each weekday from 8am until 6pm, all year round, except for holidays that are discussed and agreed with parents in advance.

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

 continue to extend children's awareness of their own safety by displaying the diagram of the route they should take in the event of an emergency evacuation.

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who attend

The childminder has an extensive knowledge of the children in her care. She is fully aware of their individual care needs and is very secure in her understanding of their current stage of development. The childminder has extremely high expectations for all children. She is very effective in engaging with parents about all aspects of their care and education. Therefore, children are provided with consistency and are making excellent progress. The childminder ensures she spends long periods of time with parents finding out what children can do before they start attending her setting. Consequently, parents feel extremely valued and the childminder is able to effectively plan for individual children from the outset.

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who attend

Highly effective systems for ongoing assessment of children's progress mean that childminder can accurately identify what children need to do next or where they may need additional support. She confidently uses the 'Development Matters in the Early Years Foundation Stage' guidance to inform her planning. The childminder immediately informs parents of their children's next steps through regular sharing of their learning journey records. Each child has a very detailed, attractively presented, well-organised individual learning record that includes many photographs of them engaged in a range of activities. For example, each year they participate in a competition to see who can grow the tallest sunflower. They also help to create special areas in the childminder's garden, such as a 'fairy garden'. Learning journeys also include many references to the seven areas of learning, which helps parents to become familiar with the Statutory Framework for the

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who attend

Early Years Foundation Stage. Therefore, they are able to fully support their children's learning at home.

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who attend

The childminder ensures that she provides children with stimulating and interesting first- hand experiences and encourages all children to 'have a go'. For example, the childminder encourages all children to play in the snow outside. She further extends their learning by bringing the snow indoors to explore with them how it melts and what happens to it if cooking ingredients, such as food colouring, are added. By bringing the snow indoors, younger children who are less mobile also have access to play in the snow for longer periods, which they thoroughly enjoy. There is an excellent balance between adult-led and child-initiated activities. For example, to celebrate Chinese New Year the children worked with the childminder to create a large dragon made from a range of different materials. Children are also encouraged to initiate and share their own ideas. For example, they discuss and design the dragon's face. These developing skills help to prepare children in

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who attend

Children with special educational needs and/or disabilities are extensively supported by the childminder. She is very knowledgeable about their individual needs and fully includes all children in the life of the setting. For example, she organises her week in advance to ensure that all children have equal opportunities to go to local groups. The childminder adapts activities to ensure inclusion by making sure all resources are available at their level. She also volunteers a lot of her time to support the children in her care as they settle into school. The childminder shares her knowledge and understanding of children's special educational needs and/or disabilities with the school staff, to ensure continuity of learning.

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who attend

Children who speak English as an additional language are well supported. The childminder finds out about their home language by asking parents for some key words. She then supports children by using their home language in their play and learning. Children's home language is also reflected in the childminder's home and garden. For example, she displays words in French, such as the names of colours and animals. The childminder also has a wealth of books in dual languages. Therefore, all children and their parents feel valued and included.

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who attend

Children's personal, social and emotional development is wonderfully enhanced as the childminder is exceptionally effective in following the children's learning. She encourages all ages of children to select resources for themselves from a superb range of toys stored at their level. The childminder knows exactly when to intervene and when to withdraw to allow children opportunities to solve problems for themselves. For example, she watches as they try to work out how to turn on an interactive steering wheel. As they show an interest in a particular toy, she follows this interest and enthusiastically engages in their play to extend their learning. For example, children indicate to her that they would like to get onto the rocking zebra; she helps them on and talks to them about what they have chosen to do. She models how the zebra can be used by bobbing up and down, which the children imitate with delight. The childminder further extends their learning by singing a

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who attend

song about a horse. As the childminder sings 'clippity clop', she introduces children to clicking sounds using her tongue. The children show an interest in this sound so the childminder shows them again many times, allowing them to see how she is using her tongue. The children try to imitate this sound by opening and closing their mouths and also try at later times throughout the day. The childminder claps and praises them for their efforts. Therefore, they are learning how to have fun with sounds and developing early skills in communication.

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who attend

Children's physical development is superbly enhanced. They have access to a huge amount of space in the well-developed outdoor area. Children have opportunities to play on a trampoline, swings, bikes and scooters, and they also crawl through tunnels and play inside tents. Therefore, children are learning how to steer and manoeuvre wheeled toys and use their bodies in a variety of ways. For example, they create different shapes when jumping on the trampoline and crawling through tunnels. The childminder also involves the children in fundraising events. For example, she takes them on a sponsored charity walk around a nearby lake and explains to them what the money they have raised may be used for. Therefore, children are being physically active while gaining an understanding of how to help others less fortunate than themselves.

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

Children benefit from a gradual introduction to the childminder and her family. They are welcomed into her home, where she spends time getting to know them and their parents. The childminder encourages parents to visit as many times as they choose. She uses these visits to find out about children's individual needs, their interests and their parents' wishes. As a result of this careful planning for children's transitions, they are helped to settle and they form strong attachments with the childminder. She positively interacts with children, enhancing their sense of security and belonging. Children are fully prepared and supported by the childminder through further transitions to pre-school and school. She reads books to them about starting school and talks to them about their next stage in their lives. She visits local schools with them before they are due to start to ensure they are familiar with their surroundings. The childminder volunteers long periods of her time in

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

school with the children, helping them to settle and sharing her knowledge of their individual needs. Younger children's emotional development is continually promoted as they develop secure, trusting relationships with childminder. For example, they are cuddled closely when they are tired or need reassurance. Consequently, their emotional needs are continually well met. The children are at ease and confident in the childminder's home due to the warm and nurturing care they receive.

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

The childminder very effectively encourages all children to behave well. She clearly explains to them her expectations for good behaviour, they are involved in deciding what the 'house rules' are, and the childminder effectively rewards them for a job well done. For example, when they help to tidy away the toys she claps and says 'good girl' with enthusiasm. Children participate in many opportunities to help them learn to share. They are helped to learn how to be kind and thoughtful to one another and adults. For example, in preparation for Mother's Day, children are encouraged to make cards and gifts. Older children design their own baskets and make their own flowers from tissues, while younger children are supported to do hand printing on their cards.

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

Children's good health is effectively assured. Comprehensive and detailed records are maintained, including accidents involving the children or medication administered. These are effectively shared with parents in a timely manner. Concise recording of children's allergies or food preferences ensures children's needs are met and respected. Clear health plans are in place for children with dietary or medical needs. Meal and snack times are very sociable occasions. Children sit together with their peers and the childminder, and are encouraged to chat and socialise. The childminder is an excellent role model; she is always polite towards the children and encourages them to use good manners from a very early age. As a result, children are learning to treat others with respect. Children learn good hygiene routines as they grow, and their independence with regard to personal care is very effectively encouraged. For example, toddlers are encouraged to 'have a go' at

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

wiping their own noses and, with support from the childminder, put their dirty tissues in the bin. Older children are learning about oral health care. Posters are displayed in the bathroom to remind children to wash their hands. Children are learning to lead a healthy lifestyle through participating in many activities outdoors. For example, the childminder organises a sports day and encourages children to notice the changes in their bodies, such as why their hearts are beating faster after exercise. The childminder shares information with the children that she has researched about 'how to have a healthy heart'.

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

Young children have extensive opportunities to develop their physical skills. The childminder supports them as they pull themselves to standing by offering them her hands to hold, she then walks with them to keep them steady. She also provides many walking aids to help them take their first steps and further progress their walking skills. For example, the childminder provides sturdy, musical interactive walking frames and toddler- sized pushchairs for their dolls. Older children have regular opportunities to exercise their bodies through walking to and from school and playing on a wide of range equipment at the many parks they visit.

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provision

Exemplary monitoring of the educational programmes ensures the childminder is confident in delivering a broad variety of experiences that help children make very rapid progress. The childminder's self-evaluation is highly effective in ensuring all aspects of the provision are monitored. Therefore, there is strong capacity for improvement. For example, the childminder monitors the resources she will need in advance to effectively support each child's learning and development. She recently identified that children would benefit from more sturdy equipment to support them to pull themselves to standing or hold onto as they try to take their first steps. As a result, she researched and purchased good quality equipment that has helped young children to become mobile. The childminder is enthusiastic and keen to ensure she provides excellent care and learning for all children. For example, she has researched a course she would like to attend called 'Every Child A

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provision

Talker' as she feels this would help her further promote children's language. Her understanding of the welfare and learning and development requirements is excellent. The childminder is hugely motivated and places a high emphasis on her own professional development. She holds a suitable childcare qualification and continually attends short courses. She is also currently doing an degree course in childhood and youth studies. The knowledge she gains positively contributes towards this already high quality setting.

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provision

Children are effectively safeguarded. This is because Ofsted are kept informed of any changes in the childminder's circumstances. In addition, all adults living and working on the premises complete Disclosure and Barring Service checks. Consequently, this ensures they are suitable to work with children. The childminder has very secure knowledge and understanding of how to protect children. This includes knowledge of signs and symptoms of abuse and the procedure she and her assistant must follow in the event of a concern. Information about the Local Safeguarding Children Board procedures is easily accessible. Security is excellent, ensuring no unwanted visitors are able to access the childminder's home. All visitors are greeted at the front door by the childminder or her assistant. They are asked to provide full identification before they are invited into the premises. Written risk assessments are carried out on a regular basis and the childminder is vigilant at all

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provision

times, ensuring the safety and well-being of the children. For example, the childminder has strategically placed mirrors in her home so that she can see the children if she is in the kitchen and they are playing in the lounge. Therefore, children are kept safe from harm.

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provision

Children are also effectively learning how to keep themselves safe. The childminder talks to them about 'stranger danger' and they participate in practising the fire drill. In addition, written information on the procedure they must follow to evacuate the premises is prominently displayed. To support the children who cannot yet read, the childminder has also drawn a diagram of the route they must follow. However, this is kept in a file and so is not available to children in order to further extend their awareness.

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provision

Partnership working with other professionals involved in the care of the children is highly effective. For example, the childminder liaises with a range of health professionals to ensure individual children's needs are consistently met. Excellent partnerships with parents have been established. Parents who provided information for the inspector commented that the childminder provides 'fantastic working partnerships, she is very capable and shares good practice'. The childminder fully understands the benefits of good partnerships with other early years providers. Therefore, children are provided with a consistent approach towards their care and education.

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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 EY292023 Local authority Northamptonshire Inspection number 907653 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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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