Childminder in West Northamptonshire

Inspection date

Previous inspection date 23/05/2013 30/09/2009

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 The childminder helps the children learn to share toys and consequently children are supported to meet behavioural expectations and develop relationships.  The environment is well resourced with age-appropriate toys enabling children to make choices and take an active part in their play.  Children are kept safe because the childminder is knowledgeable about safeguarding issues and understands what to do in the event of a child protection concern.

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It is not yet good because

 The childminder does not regularly assess children's development through observations and is, therefore, unable to consistently evaluate effectively whether children are making sufficient progress.  Self-evaluation is not robust enough to ensure that all areas for improvement are effectively addressed.  Parents are not consistently provided with information on their children's learning to enable them to have a complete all-round view of their progress and development and continue their learning at home.

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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 compulsory part 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 conducted discussions with the childminder.  The inspector toured the premises.  The inspector sampled a selection of policy documents.  The inspector looked through the children's records.  The inspector checked evidence of documentation.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged seven and two years in a house in Brackley, Northamptonshire. The whole of the ground floor and the rear garden is used for childminding. The family has one pet cat.

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Information about the setting

The childminder attends toddler groups. She visits the Sure Start Children's Centre, toddler groups, the local park and library on a regular basis. She collects children from the local schools.

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Information about the setting

There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5.15pm, Monday to Friday, except bank holidays and family holidays. She is a member of an approved childminding network.

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must:

 develop observations, link these to the stages of a child's development and plan for next steps, so as to recognise progress, understand needs and plan appropriate activities and support.

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

 provide parents with accurate and precise information that relates to children's progress and learning in order to help parents support children's learning at home

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

 strengthen self-evaluation practices so that issues identified are addressed and a more effective learning environment for children is achieved.

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who attend

The wide range of toys and activities provided by the childminder address the prime and specific areas of learning. For example, children readily join in with nursery rhymes that develop communication and language skills and counting skills are developed as children join in with counting rhymes. The childminder provides alphabet puzzles and asks the children to find the puzzle piece with 'c' for 'cat' ensuring that children are developing early literacy skills. Therefore, the activities that are offered provide learning across the seven areas of learning.

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who attend

Children have some access to toys to help them with technology skills, such as a walkie- talkie. The childminder takes the children to the library and they choose books, for example, on fire stations, seasons and other cultures; therefore, helping them to gain an interest in books and the wider community. Activities, such as cards relating to the different seasons, which the children are interested in, means children discuss the weather 'it's snowing', 'it's raining', which gives them a greater understanding the world and expands their vocabulary. Children have access to materials to make marks and learn early writing skills.

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who attend

The childminder keeps a 'Child's Personal Plan' with photographs of children engaged in different activities, as well as ideas for effective learning activities in the prime areas of learning. This plan demonstrates that the childminder has a sufficient grasp of children's learning and has a reasonable understanding of how to teach children. However, the childminder's planning, observation or assessment is not rigorous for the activities she provides and therefore, the children's progress and learning is not consistent, as activities do not always match individual children's needs.

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who attend

The childminder shares what the children have done during the day with parents via a home diary. This diary is informative but does not provide accurate and precise information about children's learning, which would support children's learning at home. The children are learning skills for transition to school, as the childminder regularly visits a toddler craft group and a baby gym. Consequently, children are being exposed to a wide variety of different learning environments. The progress check at age two is in place and due to be undertaken by the childminder when a child turns two years. This check will be shared with parents and identify children's strengths and any areas where a child's progress is less than expected so that a targeted plan can be put into place, if necessary.

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

There is a stimulating and well-resourced environment that supports children's all-round development. Exciting activities, such as watching live caterpillars grow, are planned with the children and enhance children's interest in the environment. The childminder keeps children safe and shows a good understanding of how to assess her home, so that it is a safe environment. The older children are taught that only the childminder will open the front door and consequently children are developing an understanding of how to keep themselves safe. There is an effective settling-in policy and routine, which supports children and parents to separate from each other with regard to their well-being. The children develop self-confidence as the childminder is warm in her interactions with them and praises them for jobs well done. She engages the children in conversation while she changes nappies contributing to their self-awareness, as she asks children to 'touch your

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

nose'. Changing nappies takes place on a mat on the floor as the childminder has identified that a changing table may pose a safety hazard to more mobile children. The childminder supports children's well-being as she teaches them about acceptable behaviour in a manner that children listen to and respect. Children are developing a sense of well-being as there are plenty of toys to play with, which helps young children to play harmoniously together. When looking through a book about a train journey, the childminder explores a child's trip to France, supporting children's skills to make connections between home and setting. When children do not want to share, the childminder gently talks to the children explaining how to share. Children are actively encouraged to develop healthy lifestyles with trips to the local park and lake. The children have access to the outside area every day, where there is a selection of toys to promote

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

physical development. The childminder provides healthy snacks of cereal bars, fruit, cheese and regular access to drinks, supporting children's health and understanding of healthy foods.

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

The childminder prepares children for school as they are supported in practical ways to get themselves dressed and put on their own shoes. Transitions to other early years settings are supported as the childminder regularly exchanges information with them. Diversity is supported through books celebrating other cultures and toys that have different skin tones. Children are making progress visible by the way in which children warmly interact with the childminder.

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provision

The childminder demonstrates a satisfactory approach to her responsibilities in meeting the learning and development requirements. However, the children's progress and learning is not consistently monitored across the areas of learning, to ensure the next steps of learning are correctly identified and children make more effective progress towards the early learning goals. There is not a thorough approach of observing children and planning for their next steps in learning. Therefore, opportunities to provide a more effective learning environment are missed. However, children are making sound progress overall.

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provision

The childminder is aware of her safeguarding responsibilities and can explain how to keep children safe, as well as having appropriate documents in place. A current paediatric first aid certificate and safeguarding training certificate are both in place, which shows the childminder has the required knowledge to help keep children safe. The childminder undertakes a daily visual risk assessment, assessing all rooms that are used for childminding, to ensure children are further safeguarded. The childminder uses her mobile phone for photos and this is password protected to ensure confidentiality. Appropriate policies and procedures are kept and shared with parents.

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provision

The childminder completes a diary for the parents every day that details the food, nappies changed and the sleep times. This shows an awareness of working in partnership with parents. However, this is limited as children's learning and progress is not consistently shared with them. A reasonable partnership exists with other providers involved in children's care, and information is passed between nursery and childminder. Self-evaluation takes place and some improvement has been shown, as the recommendations from the previous inspection have been partly met. However, self- evaluation is inconsistent and does not rigorously show how identified areas for improvement will be made.

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The Childcare Register

The requirements for the compulsory 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 EY390500 Local authority Northamptonshire Inspection number 879076 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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