Childminder in West Northamptonshire

Inspection date

Previous inspection date 02/07/2013 26/10/2009

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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

 The childminder has a secure knowledge and understanding of how children learn and develop, she carefully observes to assess their skills and interacts effectively to improve their learning.  Partnerships with parents, pre-school and school are strong. The constant exchange of information complements and consolidates children's learning and development and promotes continuity of care.  The childminder shows a keen interest in children and clearly enjoys being in their company. Therefore, children form strong attachments, develop their independence and confidently explore and initiate their own play.  Children learn to share and take turns as they play. This is because the childminder uses consistent and clear boundaries for children, developing their understanding of right and wrong.

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It is not yet outstanding because

 Children's understanding of information and communication technology is not maximised because resources and opportunities to enhance and extend children's learning in this area are not fully considered.  Children have fewer opportunities to explore positive images of children and people with diverse physical characteristics and disabilities. This is because resources which promote positive images of diversity are not consistently available.

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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 lounge 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 2009. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives in the Lings area of Northampton with her husband and three children, aged 15, 10 and seven years. Childminding takes place primarily on the ground floor although the first floor may be used. There is an enclosed rear garden for outdoor play. The childminder attends several toddler groups, and walks to local schools to take and collect children. The family has a dog, several rabbits, a budgerigar and fish, as pets.

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Information about the setting

There is currently eight children on roll. Three are in the early years age group and all attend part-time. The childminder operates all year round from 8am to 8pm, Monday to Saturday, except for family holidays. The childminder is a member of the Northamptonshire Childminding Association.

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

 create further opportunities for children to develop skills for the future by extending the range of information and communication technology resources, for example, by providing torches, calculators and remote controlled equipment

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

 improve the accessibility of resources that promote positive images of diversity so that children can use them in their spontaneous play.

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who attend

The childminder provides a welcoming and stimulating environment in which children make good progress in their learning. She regularly observes and assesses the progress children make towards the early learning goals, and records her findings in children's individual development folder. The information is used effectively by the childminder to identify children's learning priorities and to plan challenging activities. This prepares children well for the next stage in their learning and to be ready for school. Parents are encouraged to support and share information about their child's learning in various ways. They have daily discussions with the childminder and are encouraged to take their child's development folder home to read. Children are provided with a 'travelling teddy' and camera so that they can capture special events at home when they are with their family. As a result, children's learning is effectively complemented.

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who attend

The quality of teaching is good. Children are supported to successfully develop their communication and language skills. For example, young children copy single words said by the childminder, such as 'car' and 'jumper'. She extends their vocabulary by adding words, for example, 'yellow car' and 'yes, a jumper'. The childminder sensitively demonstrates how to pronounce words by repeating what children say correctly. This enables children to use their growing skills and become confident communicators. Children show a keen interest in books and thoroughly enjoy listening to stories. They all have their own library cards and join in 'reading challenges' at the library. Children learn that some books provide them with factual information. For example, children read about the solar system and re-create the planets using paper mache, paint and straws. In addition, some children make their own story books. As a result, children have first-hand experiences to learn that

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who attend

text has real meaning and this helps children to develop the skills needed for starting school.

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who attend

Children enjoy exploring interesting resources which are mostly organised well and stored at their level. This develops their confidence and independence. Children are made aware of the wider world through some planned activities with the childminder. For example, children make cards for one another in celebration of a Buddhist 'friendship day'. However, resources, such as multicultural dolls, jigsaws and books about diversity, are not as accessible for children to use in their spontaneous play. Therefore, children are not maximising their understanding of people in the community with diverse physical characteristics and disabilities.

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who attend

The garden provides children with a very good range of interesting learning experiences. They roll balls and cars along 'zig zag' drain pipes, eagerly waiting to catch them when they get to the bottom. This develops children's concentration and coordination. The music board enables children to experiment with sounds and they learn words associated with sounds, such as 'jingle' 'loud' and quiet'. Children develop and extend their physical skills as they climb, balance and use sit-and-ride toys. The childminder enhances their enjoyment further by planning ball and parachute games which they thoroughly enjoy. Under supervision, children skilfully make dens using blankets, pegs and the washing line. Consequently, children use their imagination well and have great fun.

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who attend

Babies show an interest in toys with buttons, flaps and simple mechanisms and they are beginning to learn to operate them. They post shapes into a sorter once they have lifted the flap and turn knobs on the walker to make the lights flash on and off. Older children use the computer to research information for their homework. However, there is scope to increase the opportunities for young children to use programmable toys and to learn how to operate simple equipment in order to fully extend their knowledge of information technology.

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

The childminder provides a warm and safe environment. She knows the children well and has developed strong attachments with them. This enables each child to develop secure emotional attachments and feel settled and secure in the childminder's care. Babies enjoy close contact with the childminder, especially when unfamiliar people are present. The childminder provides them with a reassuring cuddle, which helps them to develop confidence in the presence of other adults. Parents provide the childminder with background information to ensure that she can meet children's individual welfare needs effectively, and ease the transition from their home and into her care. This information is recorded and regularly updated to take into account children's ever changing needs.

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

The childminder's home is generally well organised so that children have access to most of the resources. They move freely between indoors and outside and learn to take their coats and shoes on and off. Therefore, developing their self-care skills. The childminder acts as a positive role model, promoting children's good behaviour and manners. Children learn about the possible consequences of their actions, which helps them to know the difference between right from wrong. The childminder offers lots of praise to develop children's self- esteem and this helps them to feel good about what they do. Consequently, children behave well and play cooperatively together, learning to take turns and share.

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

The childminder effectively supports children's physical skills, helping them to develop a positive approach to healthy lifestyles. Children learn that fresh air is good for their wellbeing. They competently climb on large equipment, ride wheeled toys and enjoy building dens in the garden. Therefore, their physical development is promoted well. The childminder has a good understanding of health and nutrition for young children. She is aware of children's individual dietary needs and ensures these are met. Parents provide meals and snacks for their own children and the childminder is able to give advice regarding healthy options. Children thoroughly enjoy helping to make pizza dough and choose their own toppings. They have discussions about the importance of eating healthily, which effectively promotes their understanding of healthy foods and those which should be eaten in moderation. Children's awareness of safety is promoted as they learn

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

rules to help them to stay safe in the home and on outings. For example, children learn how to cross the road safely and to use scissors with care.

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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. Younger children go on the school run with older children, with the childminder using the opportunity to introduce them to the school environment and to discuss what will happen they start school. This helps children to be emotionally ready for their transition to school. The childminder also provides the school with information on children's development and progress. This enables the new setting to continue to support the children's ongoing development in order to help them make best progress in their learning.

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provision

The childminder has a secure understanding and knowledge of the welfare and safeguarding requirements of the Statutory framework for the Early Years Foundation Stage. She provides a safe environment through regular risk assessments and taking sensible safety precautions. Risk assessments take account of all areas children have access to and are effective in identifying and minimising risks to children. The childminder holds a valid first aid training certificate, so that she able to deal efficiently with any accidents that may occur. She has a clear child protection policy which is shared with parents and a good knowledge of child protection procedures. For example, the childminder has completed a safeguarding course. This helps her to further consolidate her learning and ensure her knowledge of child protection is secure which further protects children's welfare. All adults in the household have had their suitability checked.

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provision

The childminder has a good knowledge and understanding of how children learn through play. She has fully revised planning and assessment so that she is able to support children in making good progress in their overall development. All children are successfully supported, with the childminder working in partnership with other settings when the care is shared or when children have special educational needs and/or disabilities. This promotes continuity of care and learning for every child.

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provision

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. The childminder monitors and evaluates her practice through self-evaluation, which includes seeking the views of parents and children. This provides her with a good overview of the service she provides and enables her to identify clear targets for ongoing development. For example, the childminder identified a gap in outdoor play. As a result, she completely revamped the garden to make it a place where children can explore and discover new and exciting things. This results in children benefitting from a continually improving service to ensure they achieve in all areas of their learning.

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provision

The childminder works closely with parents, continually sharing and exchanging clear information to promote the inclusion of all children. Parents speak highly of the childminder's service. Their comments include 'my child has grown in confidence and is becoming even more bubbly and chatty' and 'I have noticed an improvement in speech and learning, I find the childminder very reliable and easy to get on with'. Consequently, children's learning is progressing well and continuity of care assured.

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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 EY386879 Local authority Northamptonshire Inspection number 878969 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 8

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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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