Childminder in West Northamptonshire

Inspection date

Previous inspection date 21/06/2013 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 uses her assessment of children's learning and development effectively to plan for the next steps in their learning, so that children make good progress.  Children's personal, social and emotional development is promoted well by the childminder. Consequently, children are happy, settled and secure and the relationship between the childminder and the children is good.  Children are safeguarded because the childminder is aware of her responsibilities to protect them from abuse. Their good health and safety is addressed well because the childminder successfully identifies and minimises potential risks.  The partnership with parents is good. This means that the childminder and parents communicate effectively to ensure that children's care and learning needs are met well.

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It is not yet outstanding because

 Opportunities for children to learn about their similarities and their differences and learn about cultural and religious events and experiences are not fully maximised to extend their awareness of the wider world.  Communication between the childminder and other early years providers is not maximised in order to ensure full coherence of care and learning for children.

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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 as children played in play space in the sitting room.

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder was registered in December 2012 on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. She lives in Daventry, Northamptonshire with her partner and three-year-old child. The childminder's house is on three levels. Entrance is at ground level at the front of the house and stairs lead to the kitchen, sitting room and an enclosed garden, which is at the back of the house.

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Information about the setting

There are currently two children on roll and both are in the early years age group. The childminder walks with children to and from local schools and pre-schools. She cares for children all year round, all day Monday to Friday. 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 practice for children to gain a greater awareness of their similarities and their differences, and the wider world; for example, by celebrating and valuing cultural and religious community events and experiences

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

 extend the partnership with other early years providers to ensure that continuity of care and learning for children is maximised.

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who attend

Children are supported effectively by the childminder to ensure that they reach the next steps in their learning. They enjoy and are involved in activities that interest them and they are making good progress. The childminder works well with parents to ensure continuity for children and encourages them to be involved in their child's learning. The childminder supports children well so that they develop skills in readiness for nursery class and school. She is aware of the requirement to provide parents with the Early Years Foundation Stage progress check at age two and completes this where necessary.

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who attend

Children's communication and language development is promoted well by the childminder as she talks with them. Older children express themselves clearly using full sentences. Young children express themselves confidently as they babble and explore the sounds that they can make with their voices. They enjoy making the sounds that animals make, and the childminder encourages them to repeat the names of the animals as she looks at picture books with them. She teaches children how to pronounce words correctly because she clearly repeats words that they say back to them. Books are always easily accessible. Young children explore their senses as they enjoy looking at books that contain different textures and sounds. Older children enjoy listening to stories. All children like to sing and young children join in with the actions to favourite songs, such as 'Twinkle, twinkle little star'. Older children draw with detail and good pencil control means that they are learning

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who attend

to write their own names. Older children are able to count to 10 confidently and they represent numbers using her fingers. The childminder supports younger children in counting to three with one-to-one correspondence. Toys, such as shape sorters, promote young children's mathematical development well because they learn to match colours and shapes, and they also practise manipulative skills as they post the shapes.

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who attend

The childminder supports children's physical development effectively. Young children balance well while they tap their feet on a musical footprints mat. Initially they tapped their feet randomly, but they have now learned that they need to tap inside the footprint on the mat to be sure that a sound is made. Manipulative skills are developing well. The childminder provides a range of interactive toys, such as a toy computer. Young children show curiosity and they skilfully press buttons because they are keen to find out what will happen if they do so. Some toys are musical and young children shake their heads and 'bop' their bodies as the music plays. The childminder supports children well as they begin to pretend. They press the buttons on toy digital telephones, hold the telephone to their ear and babble. Children explore different sounds as they play with pots and pans and wooden spoons on the tiled kitchen floor and they enjoy making louder and louder

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who attend

sounds. Young children copy older children playing with domestic play resources and offer cups of tea to the childminder, and they make, 'nee nor' sounds when they put on the police officer's hat. Role play resources include small world figures that reflect diversity in a positive way, and some books show positive images. However, the childminder's practice is not fully maximised with regard to raising children's awareness of their similarities and their differences in order to promote an understanding of others.

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

Children's personal, social and emotional development is given a high priority by the childminder. They are settled and happy and relationships are good. Children's emotional security is addressed well because a settling-in period is agreed with parents at the start. Children are prepared well for their transition into other early years settings and reception class in school. For example, they socialise with other adults and children at soft play centres. The childminder identifies the importance of positive reinforcement as a strategy for managing children's behaviour in order to boost children's self-esteem. Children's independence is promoted well. For example, the childminder is developing a book containing pictures of different resources so that children can choose from the full range available. This acts as a reminder for older children, but means that young children who are unable to verbalise have an equal opportunity to make choices. Resources are safe

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

and meet children's learning and development needs effectively.

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

The childminder creates a warm and welcoming environment for children and their parents. Clear admission information obtained from parents ensures that individual care needs are well met. Information on the childminder's good practice with regard to safety, illness and accidents is shared with parents. Children's good health is protected because the childminder encourages them to be physically active. Older children understand the effects of exercise on their bodies. For example, they know that they need to have a drink after a dancing session because they feel hot. They are developing an ability to attend to their self-care needs and older children know that, 'you have to wash your hands to stop germs spreading'. Children's welfare is addressed effectively because the childminder ensures that the environment is healthy and safe. She teaches children how to keep themselves safe. For example, they learn how to cross the road safely. Children's good

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

health and well-being is promoted well by the childminder. Children eat healthy food and the childminder puts her food hygiene knowledge into practice effectively.

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provision

The childminder ensures that her home is safe, secure and welcoming. She is aware of her responsibilities with regard to safeguarding children. Necessary checks for her family have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. Parents are made aware of the childminder's safeguarding policy and the Northamptonshire Safeguarding Children Board procedures.

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provision

The childminder successfully monitors the educational programmes to ensure that children make good progress. She is aware of the requirements within the Statutory framework for the Early Years Foundation Stage. The childminder uses this and the Development matters in the Early Years Foundation Stage guidance successfully to meet children's care and learning needs. The childminder offers children good support. In order to review and improve her practice she welcomes advice offered by local authority development workers. Her current priority for improvement is to provide parents with a questionnaire because she has now been caring for children for three months. The childminder also wants to ensure that the records she is completing for observing and assessing children are fully effective in ensuring that children make as much progress as they can. To this end, the childminder is due to attend observation and assessment training. Resources meet

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provision

children's different learning needs effectively and are maintained in a good state of repair. Required documentation is kept up-to-date and in good order.

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provision

Good communication between the childminder and parents means that children's care and learning needs are met well. The childminder requests feedback from parents on the service she provides. A range of written policies successfully reflect the childminder's practice with regard to meeting children's needs. The childminder is fully aware of the importance of obtaining as much information as possible about each child's individual needs from parents and agreeing with them how they can work together to meet these needs. However, communication between the childminder and other early years providers is not currently fully effective in order to ensure that consistency of care and learning for children is maximised.

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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 EY454713 Local authority Northamptonshire Inspection number 899317 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 2

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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

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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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