Childminder in West Northamptonshire

Inspection date

Previous inspection date 01/10/2013 10/11/2009

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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

 There is a stimulating, well-resourced and welcoming environment, both indoors and outdoors, to support children's all-round development and emotional well-being which provides a range of experiences that develop children's independence.  Educational programmes cover the seven areas of learning. Children are working well within the typical range of development expected for their age, taking into account their starting points.  The safeguarding and welfare requirements of the Early Years Foundation Stage are understood by the childminder and are met. Arrangements for safeguarding children are strong and well embedded.

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It is not yet outstanding because

 The childminder does not always give thinking time for children to decide what they want to say and how they will say it to better support their very good communication and language development.  Children's rapidly developing independence is not always consistently promoted because the childminder tends to do some things for them as opposed to encouraging them to do things for themselves.

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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 carried out a tour of the home areas accessible to children and observed a variety of activities in the children's playroom and garden.

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Inspection activities

 The inspector took account of the views of children spoken to on the day and of views of parents, as provided in their written feedback.

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Inspection activities

 The inspector viewed the childminder's self-evaluation form and the previous Ofsted inspection report.

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Inspection activities

 The inspector looked at a variety of policies and procedures, such as child protection, behaviour management, accident and medication logs.

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Inspection activities

 The inspector looked at children's assessment records, development records and tracking documentation.

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Information about the setting

The childminder was registered in 2007. She lives with her husband and two children aged five and seven years in Northamptonshire. The childminder's home is close to shops, parks, schools and public transport links. The whole ground floor of the childminder's house is used for childcare purposes, including toilet facilities. There is an enclosed garden for outdoor play, which is accessible from a children's playroom.

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Information about the setting

The childminder is currently minding four children in the early years age range, whose attendance times vary. She is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. The childminder takes children to and from the local school and attends a local Sure Start Children's Centre on a regular basis.

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

 support children's growing ability to express a wide range of feelings and talk about their own experiences by extending their thinking time. Wait for children to think about what they want to say and put their thoughts into words

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

 support children's growing independence so they learn to do things for themselves, such as retrieving a tissue to blow their own nose.

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who attend

The childminder knows the children in her care well and she has good knowledge of children's home lives. For example, she talks openly about children's pets using pet names demonstrating that she takes a keen interest in children's family lives. Parents are encouraged to share some information with the childminder about their children's home background and family situation when their children first attend. Other information provided by parents is used by the childminder to assess their care needs, for example, their allergies, food preferences and sleep routines. Information shared on 'All about me' sheets also provides the childminder with children's capabilities and a starting point, which enables the childminder to plot children's progress and development. In addition, parents are encouraged to be involved in their children's learning. The childminder shares children's learning journeys and verbally discusses children's progress on a regular basis.

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who attend

As a result, positive relationships are formed. Children are well prepared for the next stage in their development because the childminder provides appropriate support to prepare them for their transitions, both within the home environment and to other settings and school.

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who attend

The childminder has a clear understanding of how children learn and provides them with a range of planned and freely chosen play experiences. Children can make choices about their play as the childminder presents a range of resources at their height. While the childminder has planning in place, this is very flexible, enabling her to follow children's individual interests and suggestions. For example, children's keen interest in dressing up prompts the childminder to read storybooks relating to the children's pretend characters.

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who attend

Children enjoy playing doctors and nurses. They spend time talking about 'what hurts' and excitedly ask the childminder if they can show a bandaged thumb. She enhances their confidence and self-esteem by praising them and complimenting them on how clever they are. The childminder has positive interactions with the children, for example, she is actively involved in children's play and is responsive to their needs. Turn taking is actively encouraged by the childminder and, consequently, children play well together and share the resources.

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who attend

Children enjoy learning about the natural world and the environment when they go for walks and when they play in the childminder's garden. They talk about colours, numbers and shapes in everyday activities, such as walking to and from school. The childminder extends their thinking by introducing new experiences, such as playing 'hopscotch' and uses appropriate language to enhance their understanding. For example, she says 'we need to use chalk to draw some squares and we need to write some numbers'. Resources showing positive images of diversity and differences enhance children's understanding of the differences in people's lives and beliefs.

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who attend

Children are consistently supported through skilful questioning to promote their language and communication development, the childminder introduces new words in the context of play and activities and uses the correct grammar. However, occasionally the childminder does not give children enough time to respond and think fully about what they want to say. This means their very good learning in this area is not always as well supported as possible. The childminder provides opportunities for children who use a home language in addition to English, to use that language so they feel valued.

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

The childminder's home is clean, warm and welcoming. Clear house rules and boundaries are implemented and accepted by children as part of daily routines. The childminder has good procedures for helping children to settle and form secure attachments. For example, she shares a two-way flow of communication with parents while parents are welcomed to spend time in the home prior to children attending regular days. This supports children's transitions. Consequently, children separate from their main carer with support and encouragement. Children are well prepared for the next stage in their development because the childminder provides appropriate support to prepare them for their transitions, both within the home environment and to other settings and school.

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

Children are encouraged by the childminder to develop good manners and be polite and they appear to be relaxed and happy. Children are learning to manage their behaviour in an environment that sets and maintains clear and consistent boundaries. For example, before children join together for snack time, they are encouraged to help each other to tidy their toys, books and games. This supports children to develop skills to enable them to work together with other children in harmony. During the inspection it was noted how responsive the childminder was to the children's ideas and suggestions. Children are frequently praised for their efforts. For example, while a child attempts to ride a scooter on the patio area, the childminder comments, 'Well done, I can see you've been practising'. Consequently, children develop good levels of self-esteem because the childminder is attentive and values their contributions.

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

Parental written feedback suggests that children are happy to be 'dropped off' in the mornings. Other positive written statements regarding the care the childminder provides for children were also acknowledged. For example, how the sharing of information about children's care needs have contributed well toward children settling at the childminders home. Daily routines are clearly written and are subject to change depending on children's routines and the weather. A parent comment reads, 'I love the daily record. I like to know what my child's activities are while I'm not there'. Parents are encouraged to voice their suggestions or anything else they would like to discuss. The childminder involves parents in the progress check for children at age two, and works collaboratively with family health visitors to coincide progress checks with health checks.

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

Children are developing their understanding of how to stay safe, for example, they learn how to evacuate the premises in the event of a fire, why they should not speak to strangers and how to cross the road safely. Children walk to and from school each day as the childminder takes and collects her own two children from primary school. Trips out during the day include visits to a SureStart Children's Centre, which hosts a childminding group every Monday where children can go into a sensory room. The childminder has a good link with the Childminding Coordinator and exchanges lots of information in relation to child development. Other visits out include the local library, toy library and local parks.

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

The extent to which children adopt healthy lifestyles is good. The childminder provides breakfast, snack, lunch, and dinner and uses meal times as a learning opportunity to talk to children about healthy food choices. The childminder is clear about children's current allergies and food preferences and ensures that children's needs are met and respected. Menus are provided for parents showing foods offered to children. For example, dinner may comprise of; pasta, risotto, cottage pie, or stew. Children are provided with fresh drinking water throughout the day and offered milk or fruit juice with meals. They are encouraged to wash their hands before eating. The bathroom area is easily accessible and is bright and clean. Water reaches a 'safe' temperature and children can reach soap and individual hand towels by using a 'step stool'. Toileting is supported when children are ready to come out of nappies. However, sometimes the childminder tends to do some

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

things for children as opposed to encouraging them to do things for themselves. This means children's rapidly developing independence skills are not always consistently promoted.

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provision

The childminder clearly understands her responsibility to ensure her provision meets the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder's home and garden are secure and risks of accidental injury are minimised as the childminder supervises the children extremely well and carries out regular risk assessments of all aspects of her home. For example, she uses safe barriers to prevent children from accessing the kitchen and stairs. Daily safety checks are carried out before the children arrive and regular emergency evacuation drills are practised so that children and family members know what to do in the case of a fire or other emergency. The childminder displays a current paediatric first aid certificate, food hygiene certificate and Cache Level 3 Diploma, having proudly achieved the Level 3 last year.

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provision

The childminder ensures that children are not left unsupervised. Children's welfare is safeguarded as the childminder has a good understanding of child protection issues and implements policies and procedures to support awareness. Children's personal details are kept securely and emergency contact numbers regularly updated. Accidents are confidentially recorded and signed by parents and secure procedures are in place for the safe administration of medicines. Information on the Early Years Foundation Stage and copies of the childminder's policies and procedures are readily made available to parents. Partnerships with others, for example health professionals, are promoted when the childminder carries out progress checks when children in her care reach two and a half years of age.

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provision

The childminder has built positive relationships with parents. She has a good knowledge of each child's background and needs. This is because parents are encouraged to share what they know about their child when they start to attend and information shared is ongoing which helps to ensure continuous and consistent care for the children. Parental questionnaires are sent out approximately every six months and feedback is used positively to improve practice. For example, an improvement in communication has stemmed from the childminder's reflection on parental feedback and self-evaluation. It begins with a daily record sheet, which records what activities children have enjoyed, what foods they have eaten, nappy change times and sleep times. The childminder recognises that this method does not suit all parents and, therefore, adapts feedback according to parents' preferred wishes. Some parents have requested support and feedback through

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provision

regular text messages and emails. The childminder reflects on her practice and a drive for improvement is evident, which will benefit all children.

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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 EY362344 Local authority Northamptonshire Inspection number 878469 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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

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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