Childminder in North Northamptonshire

Inspection date

Previous inspection date 13/11/2013 22/11/2012

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early years provision

This inspection: 3 Previous inspection: 4 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 requires improvement

 Children feel safe with the childminder who provides a caring and loving environment. They build secure attachments which supports their emotional well-being.  Behaviour management strategies are good. From a young age children are taught how to share the resources and be kind and considerate towards one another.  The childminder maintains a safe environment. She successfully assesses and minimises risks to children in her home enabling them to play and move appropriately.

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It is not yet good because

 Assessment is not always consistently rigorous and the childminder does not always use this information to plan and monitor individual children's ongoing learning and development. As a result, children are occasionally not provided with challenging activities that are fully matched to their learning needs.  The quality of teaching is not always sufficiently focussed to encourage all children to extend and develop their existing knowledge and skills. Therefore, children's learning is not always fully maximised.  Self-evaluation is not sufficiently rigorous to ensure the continued and sustained improvement of the quality of the provision for all children.  Procedures to monitor the effectiveness of the planning, the quality of teaching and children's progress towards the early learning goals are not always sufficiently rigorous. This means that children make satisfactory, rather than good progress.

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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 conducted a tour of the premises during the inspection.  The inspector observed activities and routines in the indoor areas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and discussed self- evaluation.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 20, 17 and 12 years in a house in the town of Kettering, Northamptonshire. The children have access to the whole of the ground floor and one of the bedrooms and a bathroom on the first floor. There is an enclosed rear garden which is available for outside play. The family has a pet dog.

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Information about the setting

The childminder attends toddler groups and visits the shops and park on a regular basis. She takes and collects children from the local schools and pre-schools. There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure assessment is linked to the planning of activities in order to consistently provide all children with activities that are fully matched to their learning needs and monitor children's progress as they work towards the early learning goals

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must:

 enhance the quality of teaching to ensure all children make good progress from their starting points in every area of learning by: providing challenging activities that are fully matched to their learning needs.

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

 improve the procedures for self-evaluation so that priorities and targets for improvement are based on rigorous monitoring of practice

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

 develop procedures to ensure that the effectiveness of the planning, the quality of teaching and children's progress towards the early learning goals are consistently monitored so that children's level of achievement is raised from satisfactory to good.

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who attend

Since the last inspection the childminder has made some progress in developing her knowledge of the learning and development requirements in order to guide and support children's capabilities in readiness for the next stage in their learning and development, including school. However, there is not yet enough evidence to demonstrate that children are making better than satisfactory progress. During the children's induction, the childminder obtains information from parents about their child's favourite things and stage of development. The childminder uses this information to aid the initial assessment process and, subsequently, continues to assess children's learning through her observations. However, this is not always consistently rigorous and the childminder does not always use this information to plan and monitor individual children's ongoing learning and development. As a result, the quality of teaching is variable and children are

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who attend

occasionally not provided with challenging activities that are fully matched to their learning needs. For example, during play dough activities the childminder misses opportunities to support older, more able children to extend and develop their existing mathematical knowledge and skills, such as simple calculation, sorting and sequencing. In addition, the childminder occasionally pitches her teaching towards the needs of younger children. For example, during the post office game, older and more able children's developing literacy skills are not always sufficiently promoting. Through a combination of informal conversations and access to their child's development record folders, parents are kept adequately informed about their child's progress and attainment. The childminder understands the requirement to complete the progress check for children aged two, so she is aware of children's progress at this stage. However, she has not yet been required

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who attend

Children are happy, occupied and enjoy their time in the childminder's care. The childminder joins in children's play offering appropriate encouragement. She develops children's language for communication through her ongoing discussions. For example, older children speak clearly as they recall past events and family celebrations. In addition, the childminder encourages younger children to repeat familiar words and to use sounds in their play, such as 'woof' for the dog and 'meow' for the cat. Younger children's enjoyment in books is appropriately sustained because the childminder encourages them to search and point to different objects on the page, such as the 'caterpillar'.

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who attend

Children's personal social and emotional development is given high priority. They make new friends and learn to join in with others' play during visits to different toddler groups. For example, children sit together and participate in a range of creative art activities. In addition, children enjoy visits to the zoo which provides opportunities for them to observe wild animals and their habitats. Children move with increasing control and coordination developing a growing awareness of space and others around them. They readily engage in activities that develop hand-to-eye coordination and strengthen small muscles. For example, children use the rolling pin to flatten the dough and carefully post letters into the posting box.

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

Children and their families are warmly welcomed into this calm, nurturing environment. As a result, relationships are good and children build secure emotional attachments which successfully supports their sense of security. For example, young children confidently seek reassurance from the childminder when they feel a little unsure of new visitors and include her in their play. Children settle well because the childminder takes time to find out about their preferences and routines as she works closely with parents. For example, information is exchanged about any known medical needs and children's preferred comfort items. This helps to ensure continuous and consistent care for the children and successfully aids transitions from the children's home into the childminder's care. Parents' comment that their children really enjoy their time in the childminder's care, that they settle well and are well-cared for. In addition, the childminder successfully encourages older children to take

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

responsibility and to develop their self-care skills in preparation for pre-school and school. For example, children are encouraged to help tidy away the resources. They learn to use the toilet independently and that they need to wash their hands after using the toilet in order to prevent the spread of infection.

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

The childminder provides a safe, welcoming environment and assessable resources ensure that children can make independent choices about their play. Children are developing a good awareness of safety and how to stay safe. For example, children learn not to climb on the furniture because they could fall and hurt themselves. The childminder teaches children how to cross the road safely and why they should not approach strangers. In addition, children learn to take appropriate risks during physical play activities, such as climbing on larger play apparatus. Behaviour management strategies are good. From a young age children gain an awareness of boundaries. This is because they are actively encouraged by the childminder to learn simple rules and guidelines. As a result, children learn to be kind and thoughtful towards others, to share and take turns with the resources. In addition, the childminder promotes children's self-esteem because she uses

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

meaningful praise to recognise positive behaviour and individual efforts. As a result, children smile, are proud of their achievements and persevere at their chosen activity.

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

Children enjoy playing outside in the fresh air and are encouraged to be physically active which aids their continuing well-being. For example, children attend physical play activities within the local community, such as soft play areas, go on regular walks and access a range of apparatus at the park. In addition, these opportunities introduce children to group situations whereby they socialise. This helps to prepare children for the transition to other settings. Children's individual dietary needs are acknowledged and met because the childminder takes account of the wishes of parents. They are provided with healthy snacks, such as, fresh fruit, raw vegetables, crackers and toast and the childminder ensures drinks are readily available. This helps to ensure children remain comfortable and well-hydrated. Children sit together around the table and good manners are encouraged by the childminder. In addition, the childminder actively supports and encourages younger

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

children developing independence by encouraging them to feed themselves.

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provision

The childminder has a sound understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She understands her role and duty to protect children from harm. The childminder has an awareness of the indicator signs of abuse and is familiar with the procedures to follow to report concerns. The childminder has developed a range of appropriate policies and procedures to support the management of the provision. For example, a behavioural management policy and a complaints procedure. In addition, records are kept of any accidents or any medicines administered. The childminder understands the required ratios she must maintain and supervises the children appropriately. Therefore, children's welfare is effectively considered. The childminder's premises are safe and secure. Hazards are identified and the childminder takes all reasonable steps to limit risks, so that children can play safely indoors and outside. For

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provision

example, dangerous substances and sharp knives are made inaccessible to children in the kitchen.

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provision

Since the last inspection where the childminder received two notices to improve, the childminder has taken steps to develop the delivery of the educational programmes, including her observation and assessment skills. However, this is not yet fully embedded into the childminder's practice and systems to monitor children's progress towards the early learning goals are not yet robust. As a result, the quality of teaching is occasionally inconsistent and the planning of activities are not always sharply focussed on children's precise learning needs. However, children do now make satisfactory progress, which is an improvement since the last inspection. The childminder is also beginning to use self- evaluation to gain an overview of her provision, including asking parents and children for their comments. However, clear identified priorities for improvement have not yet been used to inform an improvement plan to ensure the continued and sustained improvement

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provision

of the quality of the provision for children.

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provision

The childminder develops appropriate relationships with parents. Comments received from parents are complimentary regarding the care and learning provided. The childminder is aware of the importance of forming relationships with other professionals and providers involved in supporting the children's care and education. As a result, she liaises appropriately with other setting to support continuity of care and learning. In addition, the childminder has established links with the local school. For example, she takes pre-school children to school assemblies. This supports children's transitions when it is time for them to start as they become familiar with school.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY403352 Local authority Northamptonshire Inspection number 896358 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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