Childminder in West Northamptonshire

Inspection date

Previous inspection date 10/05/2013 31/03/2009

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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 provided with a wide range of activities and learning opportunities. They include the children's interests and are appropriate to their stage of development. As a result, children are motivated and keen to learn.  Children are happy and settled in the childminder's home. She creates a warm and caring environment where children's individual needs are met well.  Children develop a good understanding of how to keep themselves safe. The childminder helps children to learn how to manage risks while giving them scope to explore their surroundings.  The childminder develops strong partnerships with parents and communication is good. Therefore, parents are kept fully informed and are effectively involved in their children's learning.

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It is not yet outstanding because

 There is scope to provide children with more opportunities to practise their early writing skills during spontaneous play experiences. For example, by providing them with free access to resources to make marks with, such as pencils and crayons.  There is room to improve existing partnerships with other early years settings that some children attend, in order to consistently complement their learning and maximise the progress that they make.

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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 observed activities taking place in the playroom and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of written feedback from parents.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and both parts of the Childcare Register. She lives in Northampton with her husband and two children aged 11 and nine years. The childminder uses the ground floor for childminding. There is an enclosed rear garden for outdoor play. The family has two cats and a dog.

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Information about the setting

The childminder regularly attends childminding and activity groups. She drives to take and collect children to and from the local primary school. There are currently four children on roll who are in the early years age group. They attend on a part-time basis. The childminder operates from 7.30am to 6pm, Monday to Friday during term time and Wednesday to Friday, 7.30am to 6pm during school holidays. She has an early years qualification at level 3 and is a member of the Northamptonshire Childminding Network.

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

 enhance children's opportunities to freely make marks by increasing the availability of writing materials, so that children can, for example, readily write messages, use note books in role play and label their artwork

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

 strengthen existing partnerships, especially where children attend other early years settings, in order to consistently complement their learning and development and maximise the progress that they make.

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who attend

The childminder has a good knowledge and understanding of how children learn through their play. She makes regular observations and assessments, in order to identify children's next steps of learning. As a result, they make good progress in preparation for school. Parents are regularly consulted on what their children know and can do before they attend. They complete a 'getting to know you' document, which provides the childminder with useful information about their children's home life. This means that children's interests are effectively included in the childminder's planning. Regular updates are provided through daily diaries and written progress summaries of children's skills and abilities. This enables parents to contribute to their child's learning and for the childminder to offer ideas to develop their play in their home. Children's opportunities to draw and create are offered through planned adult-led

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who attend

activities, which they clearly enjoy doing. For example, they explore the colour and texture of paint with brushes, carefully designing patterns on flower pots. However, there are fewer opportunities for children to make marks spontaneously during their play. As a result, children do not have regular opportunities to experiment and fully develop their early writing skills. Children regularly participate in imaginative play, expressing their ideas in a variety of ways. They hide plastic insects and animals in shredded paper and competently use magnifiers and bug glasses to examine and collect what they find. Children enjoy blowing bubbles in the garden and try to pop them by jumping on them before they float into the wind.

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who attend

Children thoroughly enjoy the 'box game' whereby they have to guess what is inside by shaking the box and listening to the sound that it makes. They are fascinated by the contents, describing what they see and skilfully relating it to events at home. For example, the wall paper brush reminds them of 'daddy decorating'. Therefore, recalling and reflecting on past events. Children count how many items are in the box and are encouraged to talk about the shapes, which they see and grade them, in order of size. Consequently, children are developing good mathematical skills.

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who attend

Children's communication and language is well promoted. The childminder interacts positively as they play, talking with them and asking open-ended questions to build on and extend their vocabulary. For example, children have an avid interest in 'space'. The childminder introduces words, such as 'astronaut' 'rocket' and 'planets' and children describe what an 'alien' might look like. Children enjoy listening to stories and the playroom is rich in print with labelling on toy boxes and posters. In addition, children visit the local library to borrow additional books. Therefore, children's early reading skills are strengthened.

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

Children are happy and form close relationships with the childminder, enabling them to feel confident and secure in her care. Good settling-in procedures help to ensure that she is able to support their individual stage of learning, care and welfare needs. For example, parents are asked to complete a 'snap shot of my week' document, which includes examples of the activities that they enjoy in their own home and who they share those experiences with. Consequently, the childminder has a clear understanding of their home life and this enables her to value and include all children in the setting. They form a strong sense of belonging as a result.

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

Children play well together and learn to share and take turns. They show a secure understanding of rules and listen well to instruction. The childminder is a good role model and demonstrates a calm and patient attitude when managing children's behaviour. She offers lots of praise to develop children's self-esteem and this helps them to feel good about what they do. They help the childminder to display their 'WOW' moments on the notice board, so that their achievements are shared with everyone. The childminder teaches children how to recognise dangerous situations and explains what they need to do to keep themselves safe. For example, they know to be very careful on the decking when it is wet because it gets slippery and they learn to cross the road safely when they are out and about. This means that children develop their understanding of how to be safe both indoors and outside of the home.

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

Children gain a good awareness of the diverse society in which they live. They celebrate a range of festivals and access a broad range of resources, which help them to learn about themselves and the wider world. Flexible routines incorporate trips out to offer new experiences, such as introducing young children to larger group activities when visiting the local childminding group. These experiences help to prepare children for the transition to pre-school. Children enjoy outdoor play, which effectively promotes their physical development. The childminder makes good use of local venues, such as parks to extend the options for physical play, so that children benefit from fresh air and exercise. Children's understanding of a healthy lifestyle is promoted well through the provision of a healthy and balanced diet and access to fresh drinking water throughout the day. Their independence and self-help skills are well supported. For example, children feed

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

themselves during mealtimes and put on their coat and shoes before going outside.

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provision

Children are safeguarded because the childminder understands her role and responsibilities in protecting them from harm. She has a clear policy on what to do should she have concerns for a child's welfare and this includes liaising with appropriate agencies. All adults in the home have undertaken suitability checks. In addition, robust risk assessments and daily checks of all areas that children access, both indoors and outside, ensures that they remain safe while in her care. She is well organised and maintains all required records and documentation to support children's care, learning and well-being.

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provision

The childminder is keen to provide the best quality care and learning for children and strives to continually improve her practice. For example, she has reviewed her planning to ensure that it is adapted for children of all abilities and includes their interests. The childminder is committed to continuing her professional development and has gained an early years qualification at level 3 since her last inspection. In addition, she attends relevant training courses and networks with other childminders to share good practice. She uses the guidance for 'Development Matters in the Early Years Foundation Stage' document to ensure that she has an accurate understanding of children's skills. This helps her to monitor and evaluate children's progress to ensure that they achieve in all areas of learning and identify any gaps.

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provision

The childminder is developing information sharing between settings when children attend more than one provision. However, this is not fully in place to enable her to consistently complement their learning and maximise the progress that they make. The childminder develops very good relationships with parents. She makes sure that they are fully informed of all aspects of children's care and learning. A detailed portfolio is provided and important information clearly displayed in the entrance hall. Positive written feedback demonstrates parents' high regard for the childminder and the service she offers. Their comments include 'my child is learning new things', 'they love to explore toys' and 'I regularly look at the learning journal and add comments'.

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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 EY317993 Local authority Northamptonshire Inspection number 878040 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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