Childminder in North Northamptonshire

Inspection date

Previous inspection date 25/03/2013 12/04/2011

p.1

early years provision

This inspection: 1 Previous inspection: 2 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

p.1

This provision is outstanding

 The childminder uses her extensive knowledge, skills and experience with full effect to make sure that children are continually challenged to reach the next stage in their development. She is highly motivated in ensuring that children's natural curiosity is promoted and the choice of activities and resources is varied.  Children's social and emotional needs are exceptionally well met by the childminder. Relationships are excellent, thus fostering a sense of belonging and ensuring that children are confident learners.  The childminder continually supports children's language development with full effect. Children speak with confidence and the childminder encourages them to think and extend their vocabulary because she asks open-ended questions that have different possible answers.  Steps taken to safeguard children and promote their good health are robust. The childminder comprehensively identifies and successfully minimises potential risks. Her

p.1

This provision is outstanding

excellent knowledge of the signs of abuse and her responsibilities to protect children ensures that children in her care are fully safeguarded.  The partnerships with parents and other early years providers are highly effective. Information provided by parents enables the childminder to clearly identify starting points for learning and parents' views are highly valued. Consultation meetings are arranged regularly in order to share information and plan for children's learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities as children played in the ground floor play rooms.

p.2

Inspection activities

 The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector took account of the views of parents written in response to the childminder's questionnaire.

p.2

Information about the setting

The childminder was registered in 2006. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She lives in Rushden, Northamptonshire with her two children aged nine and five years. The whole of the ground floor of the childminder's house is used for childminding. The smallest bedroom on the first floor is used for sleeping children and there is an enclosed garden for outdoor play. The family has two cats.

p.3

Information about the setting

The childminder is currently caring for three early years children during the day, and one early years child attends before and after school. She also cares for five older children and one of them is aged under eight. The childminder walks with children to and from a local school and attends toddler groups with early years children.

p.3

Information about the setting

The childminder holds an early years qualification at level 3. She cares for children all year round, all day Monday to Friday. The childminder is a member of an approved childminding network.

p.3

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

 enhance the highly effective partnership with parents by adapting questionnaires to include more open questions that encourage a more considered response.

p.3

who attend

Children make outstanding progress. They are extremely well supported because the childminder has an excellent knowledge and understanding of how each child develops and learns. She is fully aware of the prime and specific areas of learning and challenges children with full effect to reach next learning steps. Comprehensive observation and assessment of children leads to planning for learning that is tailored to individual needs and interests. Children show great confidence and curiosity as they explore a stimulating learning environment created by the childminder. Communication with parents is fully effective with regard to obtaining information during induction on what their child already knows and can do. Parents' views are highly valued and there are regular opportunities to share information and plan for children's next learning steps. This means parents are fully involved in their child's learning. The childminder works extremely well with other early

p.3

who attend

years providers to ensure consistency of care and learning for children. She is proactive in ensuring that she is aware of targets for early years children who attend school full-time. The childminder is aware of the requirement to provide parents with a progress check at age two and completes these where necessary.

p.3

who attend

Children choose from an excellent variety of resources that are safe and meet their development needs exceptionally well. A wide range of toys are easily accessible and children confidently make choices. A current favourite activity is role play and dressing-up. Children select costumes and put them on independently. They proudly show off their favourite dresses and 'twirl' around as the childminder explains that a dress is like one worn by Spanish flamenco dancers. Children choose to make Easter bunny masks and the childminder ensures that they can select from a very good variety of art and craft resources. The childminder fully promotes children's language development as she supports children's play. She asks children what colour they think rabbits are, where rabbits live, and how many whiskers they think their rabbit should have. Children decide that rabbits can be multi-coloured and they demonstrate exceptionally good manipulative

p.4

who attend

skills as they use different coloured felt tipped pens to colour in their mask. They are able to name a full range of colours and when asked by the childminder how many colours there are, children confidently count eight pens with one-to-one correspondence. Children proudly demonstrate that they can write their own names.

p.4

who attend

The childminder extends children's awareness of healthy eating as she talks with them whilst they create their masks. She asks what rabbits like to eat and children say carrots. Children agree to her suggestion that they eat a carrot for their morning snack. They also choose to eat a banana and the childminder promotes their learning well as she encourages children to identify that these are two out of the five fruit or vegetables that they need to eat each day to keep themselves healthy. Children cheekily pretend to be monkeys with sounds and actions as they eat their banana. They use mathematical language spontaneously, for example, they talk about the carrot being long. The childminder suggests that children might like to pretend that they are rabbits, and they are keen to do so. They demonstrate 'bunny rabbit hops' as they jump along the length of the kitchen with their two feet together. The childminder encourages them to extend their

p.4

who attend

skills as she challenges them to hop instead of jump.

p.4

who attend

The childminder inspires children's interest in an excellent variety of activities. Children recall how they recently copied the childminder and created their own flower arrangement using 'that green thingy' meaning the oasis used to secure the flowers in place. They enjoy a variety of outings to places of interest, for example, to the zoo, the park where pond dipping events are organised, and to the library. Children's learning is also promoted extremely well because of their experiences at the childminder's home. For example, children showed great interest in owls and other birds of prey brought to the childminder's home by a local breeder. To further extend children's interest and learning the childminder takes the children to a garden centre where they can handle exotic animals and bugs such as snakes and lizards.

p.4

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

Children are fully supported in the transition from home to the childminding setting in a manner sensitive to their different needs and those of parents. Their personal, social and emotional development is given the highest possible priority by the childminder. Consequently, the relationship between the childminder and children is excellent and children are settled, happy and confident. Children socialise with other adults and children on outings with the childminder. In this way, they socialise with larger groups of people, which prepares them well for their transition into other early years settings and reception class in school. Superb organisation of resources on low-level shelving encourages children's independence as they are able to choose and easily select resources for themselves. She consistently meets the care needs of each child in her care and responds sensitively to them as individuals. The childminder's clear behaviour management policy

p.5

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

identifies the importance of positive reinforcement in order to boost children's self-esteem.

p.5

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

The childminder supports children superbly in understanding the importance of a healthy diet and managing their own hygiene and personal needs. An extremely high priority is given to providing healthy and nutritious meals. The childminder uses her food hygiene knowledge with full effect to protect children's health. Children develop an ability to attend to their self-care needs. The childminder's superior practice ensures that children learn how to keep themselves safe. She use a range of pictorial aids to support their learning, for example, safety when out walking and how to cross the road safely. Police officers have accepted the childminder's invitation to visit and talk with children about 'stranger danger' and what they must do if they get lost.

p.5

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

Children's well-being is addressed extremely well and parents are provided with clear detail on the childminder's practice in policies on safety, illness and accidents. The information obtained from parents on their child's individual care is outstanding, which means children's needs are met to the highest standard. Children's physical development is fostered with full effect. They enjoy activities equally in the indoor and outdoor play environments and they develop skills and confidence as they climb and ride on toys. Superior practice on behalf of the childminder encourages children to gain an understanding of difference. For example, she provides excellent resources that reflect positive images and children learn about different traditions, customs and beliefs.

p.5

provision

The childminder provides an extremely welcoming environment and excellent measures are in place to promote children's health and safety. She is fully aware of her responsibilities with regard to supervising the children in her care and ensures that children are never left unsupervised with a person who has not been vetted. A comprehensive written risk assessment record identifies the childminder's practice to ensure that potential hazards have been identified and thoroughly addressed in the home and on outings. Superior systems are in place to protect children from abuse. The childminder makes sure that parents are aware of her clear safeguarding procedure and the Northamptonshire Safeguarding Children Board procedures. She is fully aware of her responsibilities and keeps her child protection knowledge up to date. The childminder places a high emphasis upon her own development in order to improve her practice and fully meet children's care and learning needs. She uses her knowledge of

p.5

provision

legal requirements and previous childminding experience to successfully monitor the educational programmes. The childminder has developed fully effective practice for assessing children's development and for planning future learning. She is highly successful in ensuring that all children make as much progress as they can in relation to their starting points. The childminder's current priority for improvement is to improve her level of early years qualification and ultimately in the future she hopes to achieve Early Years Professional Status. The choice of resources is extensive and toys are chosen for their quality and durability as well as to meet children's needs at their different stages of development.

p.6

provision

Communication between the childminder and parents is excellent, thus ensuring that they work exceptionally well together to meet these needs. The childminder seeks and welcomes parents' views on her provision through the implementation of a questionnaire. However, some of the questions asked require only 'yes' or 'no' in response and so some opportunities are missed to obtain a more considered opinion from parents on the service provided. The childminder ensures that links with other early years providers are strong in order to ensure a fully cohesive approach to each child's care and learning. Policies and procedures fully support the safe and efficient management of the provision and parents are aware of them. All documentation is exceptionally well-maintained.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY300399 Local authority Northamptonshire Inspection number 908848 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 9

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10