Childminder in North Northamptonshire

Inspection date

Previous inspection date 03/05/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder supports children to make very good progress in their communication and language through effective questioning.  Children enjoy playing with heuristic activities that spark their curiosity. This sustains their interest for a considerable period of time given their age.  Children watch caterpillars grow and develop this helps their understanding of the world as they learn about life cycles.  Children are very secure and settled in the childminder's care. This is because she is warm and affectionate with them, supporting their personal, social and emotional development.  The childminder attends training to increase her knowledge for the benefit of children.

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It is not yet outstanding because

 There is scope to further support the development of children's physical skills.  Self-evaluation is in its infancy, this means that actions to tackle weaker areas have yet to be monitored effectively.

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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 had discussions with the childminder throughout the inspection.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures and self-evaluation documents.  The inspector observed activities in the house and garden.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register and holds a degree in education with Qualified Teacher Status. She lives with her husband and young child in a house in Luton. The whole house is used for childminding purposes with the exception of the main bedroom. There is an enclosed garden for outdoor play. The family has a pet cat and a dog.

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Information about the setting

There are currently three children on roll. All of whom are in the early years age range. One child attends after school. Children attend on a variety of differing days. The childminder operates from 7.30am until 5.30am all year except for family holidays and Bank holidays.

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

 support children's physical development when playing outside, for example, by supporting them to experience a range of different surfaces and when negotiating the step to the garden

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

 extend the evaluation and monitoring process through careful, regular analysis and self-challenge so that the drive to improve is strengthened and practice is clearly targeted to help children achieve the highest levels of achievement.

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who attend

The childminder has a very good understanding about how children learn and develop. She uses this to ensure that she provides a wide range of engaging activities for children. For example, children explore the theme of caterpillars. They read stories and watch real caterpillars grow and develop. This helps them to gain an understanding of the natural world as they watch the lifecycle evolve. The childminder further links this interest to all aspects of children's play. At snack, she encourages children to remember what fruit the caterpillars eat. The childminder extends children's language by singing songs with them about caterpillars. This helps children to hear and copy rhythm and rhymes. The childminder talks to children about their interests and repeats the sounds that babies make. This helps them to develop their speech. While playing, the childminder asks questions seeking children's ideas. This helps to extend their thinking and deepen their

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who attend

understanding. As a result of this very good modelling, children make significant progress in developing their communication and language skills

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who attend

The childminder is highly qualified and uses her very thorough knowledge of children's learning to accurately monitor children's progress and provide activities that support their development. Assessment helps to identify any areas where children need further support. The childminder completes the progress check at age two in partnership with parents who are highly involved in their children's learning. This means that the needs of children are met well by the childminder.

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who attend

The childminder is aware of the benefit for children's learning by providing natural and household resources. She plans activities to engross them, such as 'discovery time' where children explore spoons, tins, bottles and different materials. Children spend long periods of time putting things inside tins and banging spoons on the floor. They concentrate and find out what they can do showing excitement at the noises they can make and increasing their attention span. This benefits the children as they move forward in their learning and prepare for school.

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who attend

Children choose what they play with and where they play. When children request, they go outside to play in the garden. They climb, slide and use buckets of water and brushes to paint walls. This helps children to develop their physical skills. However, there is opportunity to support children's physical development further. Some children are unsteady when negotiating the differing areas of the garden and when climbing down the step that leads to the garden. As a result, they sometimes fall and trip which occasionally disrupts their play. Children develop the smaller muscles in their hands by playing with corn flour and dough. This strengthens their fingers and enables them to hold pencils and make attempts at writing with increasing skill.

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who attend

Children are confident and have high levels of self-esteem because the childminder gives them small tasks. For example, children carry blankets into the garden to sit on when eating their snack. They are proud of their achievement and the praise the childminder gives them. She helps to create links between home and her care by having photographs of children's families nearby. Babies look at these and point at familiar faces increasing their understanding of those who are important to them. The childminder finds engaging ways to include parents in their children's learning. Consequently, parents readily share information and news about their children's development at home. The childminder takes these into account when assessing children's development and planning for their learning. The very good communication between the childminder and parents means that parents are equally able to continue to build upon their children's learning at home. As a result,

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who attend

children experience continuity and make very good progress in their learning and development.

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

Children settle very quickly when they arrive at the childminder's home. They greet each other and say 'hello' to the family pets, demonstrating their contentment. The childminder is warm and affectionate with the children in her care. They cuddle close to her for reassurance when meeting someone new and return to her for comfort when they feel tired. She holds children close as they fall asleep restfully. This helps children to develop their personal, social and emotional skills. The secure bonds children develop with the childminder help them to move between home and the childminder's care with confidence and they separate from their parents happily. She shares information about children's development when they attend school. This helps her to complement children's learning effectively. The extensive information the childminder gathers from parents helps to make sure that children's routines are followed. For example, children look for their favourite toy

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

before they go to bed for reassurance and comfort. Children behave well because of the clear boundaries that are in place. They are considerate towards each other and the environment as they tidy away toys after they finish playing.

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

Children are becoming independent because the childminder encourages them to do things for themselves. For example, when playing outside in warm weather children put sun cream on themselves before the childminder helps. When it is time for children to have their nappy changed they help to pass the baby wipes to their childminder. The childminder asks children if they feel hungry and tired. Therefore, children learn to recognise their own individual needs and follow routines that suit them. Children eat healthy snacks and meals and enjoy fresh air as they play outside freely. This helps to support their healthy development and understanding of the importance of exercise. The childminder ensures that children wash their hands before eating and after touching the pets to help reduce the risk of the spread of infection for children.

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provision

The childminder maintains a safe environment for children to play and learn. She assesses the environment for risks to children and takes steps to reduce these. Her extensive knowledge of safeguarding means that the childminder knows the signs and symptoms that might cause her to be concerned about children's welfare. Policies and procedures underpin the childminder's work. She uses these to reflect upon safe practices, such as, how to use cameras and mobile phones safely. The childminder supports children's understanding of what to do in an emergency by practising regular evacuations of her home. Accurate records of attendance helps to ensure that these are effective and children are safe.

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provision

Although the childminder is beginning to use self-evaluation, this is in its infancy. As a consequence of this, she cannot fully measure the success of action plans to address weaker areas. The childminder seeks the views of parents by sending out regular questionnaires. She seeks children's ideas by monitoring their enjoyment of activities. The childminder is committed to further improve upon the quality of care provided for children and seeks training to support this. The childminder has a positive attitude towards professional development and undertakes training to increase her already good knowledge and skills. This has a positive impact upon children as the childminder uses her new understanding in her practice.

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provision

The childminder provides flexible care for children, meeting the needs of their families. The good relationships and range of methods of communication means that all parents are able to work effectively with the childminder to support children.

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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 EY453932 Local authority Luton Inspection number 892442 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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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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