Childminder in West Northamptonshire

Inspection date

Previous inspection date 15/05/2013 11/03/2009

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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 have a wide range of experiences in and away from the home, which help them to make good progress in their learning and development in readiness for school.  Children play in a well-organised environment and are able to easily select resources for themselves. This is because they are stored at a low-level. Consequently, children grow in confidence and become independent.  The childminder has a good working partnership with parents. Two-way information is effectively exchanged, which means that children's learning and development is enhanced in the childminder's care and in their own homes.  The childminder has a good understanding of health and safety, carefully assessing risks to her premises and minimising hazards. As a result, children move freely and safely in the home and garden.

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It is not yet outstanding because

 The childminder does not consistently make the most of opportunities, to promote children's understanding of numbers during their play experiences, to further extend their early mathematical skills.  There are fewer resources to support children's learning in information and communication technology. Therefore, children are not consistently extending their learning in this area.

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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 2008. She lives with her husband in East Hunsbury, Northampton. The ground floor is used for childminding and an upstairs bedroom for sleeping. There is an enclosed garden available for outside play. The childminder is able to take and collect children to and from local schools and pre-schools.

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Information about the setting

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays. There are currently three children on roll, who are in the early years age group. Children attend on a part-time basis. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 extend the range of opportunities for children to know how to operate simple equipment and show an interest in technological toys to improve their skills

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

 enhance children's mathematical understanding further in their play by, for example, talking about numbers in everyday situations, such as counting the steps on the slide or using visual displays to promote children's recognition of number.

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who attend

The childminder has a secure knowledge and understanding of child development and the expected levels children reach at their different ages and stages. She effectively uses 'Development Matters in the Early Years Foundation Stage' guidance to further support children's progress. Detailed planning and assessment systems incorporate the prime and specific areas of learning. This enables the childminder to provide a broad range of challenging and enjoyable learning experiences, which take into account the individual needs, interests and stage of development of each child. She records useful information from parents about their children's starting points, skills and achievements and also observes them at play. This information is effectively used to plan for the next steps in their learning and development. As a result, all children are making good progress and are well prepared for school. Parents appreciate the regular feedback, which they receive about their children's

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who attend

activities and development. They view their children's learning journals and are encouraged to continue to enhance their children's learning at home. Therefore, parents are kept informed and effectively involved in their child's learning. The childminder's home is organised well and children are able to easily access resources to initiate their own play. This successfully fosters their independence. The quality of teaching is good. The childminder adeptly promotes and supports children's learning. She effectively interacts with them, ensuring that from an early age children's play is purposeful and interesting.

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who attend

Children are confident speakers, describing what they are making or doing, recalling events and readily answering questions. This is because the childminder talks easily to them and includes them in conversations. For example, children recall using tissue paper to make flowers. They describe how they 'scrunched' the paper and use glue to make it stick onto the card. The childminder helps children to use the correct words, such as 'sequins' instead of 'sprinkles'. This extends children's vocabulary and supports their communication and language development well.

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who attend

Children thoroughly enjoy looking at books and listening to stories. In addition, the childminder takes them on visits to the local library, so that they can choose their own books. Children learn to sound the letters of their first names and can recognise them when they see them written down. They have plenty of opportunities to make marks and write for a purpose, for example, shopping lists. These activities effectively enhance children's early literacy skills. Children support one another to complete puzzles, turning the pieces around until they fit. They name various shapes and fill and empty containers as they play in water. However, children do not always benefit from daily opportunities to maximise their learning of numbers, in order to enhance their mathematical skills.

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who attend

A good range of resources are in place to help children to gain an awareness of the diverse society in which they live. The childminder skilfully uses the children's interests to extend their understanding of the wider world. For example, children are interested in animals and frequently play with animal figures. They learn how to identify the difference between African and Indian elephants by the size of the ears. They look for Africa and India on the globe and they can also match the shape of Africa when they see it in a book. However, children are not maximising their learning about information and communication technology because there are less resources for children to use and practise these skills.

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

The childminder ensures that all children form appropriate bonds and attachments by having good settling-in procedures to help them to settle well. She makes sure that she finds out about children's familiar routines from parents and is warm and affectionate towards the children, who are clearly comfortable and secure in her care. As a result, she effectively meets children's emotional needs.

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

The childminder offers constant support, guidance and words of praise and encouragement. Consequently, children have high self-esteem. They are very helpful, tidying their toys away without prompting because they are familiar with the daily routines. Children are encouraged to share and use good manners. This ensures that they behave well, develop good cooperative play skills and learn to take turns. The childminder organises her home well and provides a broad range of activities to help children to make good progress in their development. She effectively supports children's physical skills, helping them to develop a positive approach to healthy lifestyles. Children competently climb on large equipment and enjoy trips out to country parks where they walk along nature trails and build dens. Therefore, their physical development is promoted well.

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

The childminder has a good understanding of health and nutrition for young children. She is aware of children's individual dietary needs and ensures that these are met. Children are offered well-balanced meals and snacks, which enhances their understanding of the importance of healthy eating. They thoroughly enjoy helping to prepare fruit kebabs for their snack. This effectively supports children in developing their self-help skills. Children learn to keep themselves safe during these times, for example, under the childminder's supervision, they use knives safely to chop strawberries, melon and banana into pieces. In addition, they are reminded to climb up the slide the right way, by using the steps to prevent an accident.

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

The childminder helps children to be well prepared for the next stage in their learning by introducing them to group situations whereby they socialise with others. She has good links with the local school and nursery to prepare them for the transition to other settings.

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provision

The childminder has a clear understanding of safeguarding procedures and children's safety is well promoted. She has attended training on child protection matters and has a good knowledge of the signs to be concerned about in relation to children's welfare. The childminder is aware of reporting procedures and has a detailed safeguarding policy, which is effectively shared with parents and helps to promote children's safety. All adults in the household have been vetted and undertaken suitably checks. Consequently, children are effectively safeguarded from harm.

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provision

The childminder has a secure knowledge of the learning and development requirements and how children learn to help them to make good progress. She has a good overview of curriculum and ensures a good range of experiences. She uses 'Development Matters in the Early Years Foundation Stage' guidance to ensure that any gaps in children's learning are noted, in order to act promptly. She understands how to complete the progress check at age two years with parents, to review children's progress and how the summary can be shared with other professionals.

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provision

The childminder is keen to extend her own personal development, including attending training and networking with local childminders. This has kept her up to date with best practice and any changes in regulation. She is also in the process of gaining an early years qualification to bring about further improvement to the service she offers to children and their families. Self-evaluation enables her to set realistic targets. Children share their thoughts about their play and write their suggestions on a 'cloud'. For example, they ask to visit a farm to feed animals and ride on the tractor and to go on a canal boat. Therefore, children are able to express their ideas and these are clearly valued. In addition, parents complete a six monthly questionnaire to aid the childminder's evaluation. Following their comments, they borrow books to take home to share with their child, therefore, helping them to make best progress.

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provision

The childminder communicates well with other early years providers when children attend more than one setting, sharing information with regards to their daily routines, behaviour and activities, which they have enjoyed in her home. Children's individual learning needs are also effectively discussed, in order to help ensure that they benefit from consistent learning experiences and continuity of care. The childminder's positive relationships with parents are an important factor in her success in meeting children's needs and promoting their learning and well-being. Parents appreciate the high quality of her provision and how much she promotes children's enjoyment and good progress. They welcome the variety of ways in which communication is conducted and her friendly approach. This helps to ensure that information sharing is effective.

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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 EY384170 Local authority Northamptonshire Inspection number 878909 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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

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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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