Childminder in West Northamptonshire

Inspection date

Previous inspection date 20/01/2014 15/05/2009

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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 challenges children effectively to reach the next stage in their learning. Children are keen to be involved in activities led by the childminder, and confidently choose and select activities for themselves.  Children's social and emotional needs are well met by the childminder. Relationships are very good and children's emotional security begins with a good settling-in procedure.  Children learn through play in a safe and secure environment. They are safeguarded because the childminder is fully aware of his responsibilities to protect them from harm.  Children's mathematical learning is promoted well by the childminder during focused activities and as part of daily routines. Children count and calculate. Children use mathematical language confidently.

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It is not yet outstanding because

 The partnership with parents is not initially fully maximised with regard to working together to identify starting points in learning. Some information is obtained on what the child knows and can do, but detail links more to care than to learning.  Children's literacy development is not fully promoted because examples of print for them to refer to in the play environment are not maximised.

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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 ground floor play areas.

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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.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2008. He is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder lives in Daventry with his adult son and his wife, who is also a registered childminder and works with him. The whole of the ground floor of the childminder's home and two first floor bedrooms are used for childminding. There is an enclosed garden available for outside play.

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Information about the setting

There are currently 12 children on roll and of these, seven in the early years group and two are aged over eight years. Children attend for a variety of sessions. The childminder walks with, or transports children to and from local schools.

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Information about the setting

The childminder cares for children all year round, Monday to Friday from 7am until 7pm. He is linked to an approved childminding network and provides funded early education for two-year-old children.

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

 extend the partnership with parents by maximising the initial information obtained from them on what their child already knows and can do so that early planning is fully effective in challenging children to make as much progress as they can

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

 enhance children's literacy development by extending examples of print in the play environment.

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who attend

Children are making good progress in their learning. The childminder ensures that he supports and challenges children, and provides stimulating activities so that children reach the next steps in their learning. A good partnership with parents means that information on learning at home is regularly shared so that this can be included in each child's planning. However, information obtained initially from parents during their child's induction links more to care than to learning. Therefore, the partnership at this time is not fully maximised with regard to working together to plan for learning in accordance with what the child already knows and can do. The childminder supports children well so that they develop skills in readiness for nursery class and school. He is aware of the requirement to provide parents with a progress check at age two and completes this where necessary.

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who attend

Children's manipulative skills are promoted well by the childminder. They enjoy easy access to a full range of toys and they practise these skills each day as they play with construction toys, puzzles, interactive toys, writing materials and shape sorters. Younger children learn to match and name colours and shapes. They mould and make marks in dough using their fingers and cutters, and they learn how to cut the dough with plastic knives. The childminder offers good support as he explains to young children that they must press a cutter all the way through the dough in order to create a dough bear. Children have been listening to a story about a ginger bread man and once successful, a young child says that she has made a ginger bread man and she pretends to eat it. Children enjoy access to a good variety of role-play and creative play resources. They explore different media. For example, they make their own dough and explore their senses

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who attend

as they add food colouring, glitter and different essences. They mix cornflour and water to create 'gloop' and they use their hands and different sized brushes while they paint. Children make good progress in their mathematical development. The childminder supports them well in learning to count with one-to-one correspondence, initially to three, then to five and then up to 10. They sort toys into groups, and begin to calculate as they count the total number, then count again after adding more and then taking some away. Young children's learning is promoted well as they sing songs, such as 'five little ducks' and 'five current buns'. Older children use mathematical language spontaneously as they talk with the childminder. For example, they ask him if he prefers the taste of big oranges or little ones.

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who attend

Children enjoy looking at books and the childminder makes sure that these are appropriate for the children's different stages of development. He promotes children's language development effectively. Older children speak clearly and confidently using full sentences, and when the childminder asks questions he makes sure that these are open ended. The childminder interprets the wants and needs of the youngest children as they communicate through expression and body language. Pencil control is developing well and older children are able to write their names. The childminder promotes older children's awareness of letter sounds well. A poster in the play area supports their learning, however, children's literacy development is not fully maximised. This is because the play environment is not fully rich in print because toy boxes show pictures of the toys inside, but they are not labelled with print. Children enjoy cooking activities and the childminder

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who attend

identifies the different areas of learning that are promoted while children enjoy these activities. They learn that information can be gained from print and from pictures in the recipe book, and they talk about why they must wash their hands before they begin. They gain physical skills because they use tools to mix the ingredients, and they identify changes to the mixture as they do so. Children take turns, and they count and weigh the ingredients. They identify the change to cakes and biscuits after cooking and enjoy decorating them when they have cooled.

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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 addressed well by the childminder and relationships are good. Children's emotional security is initially addressed well because a good settling-in period is agreed with parents. Children socialise with other adults and children at groups and on outings with the childminder. In this way, they socialise with larger groups of people, which prepares them well for their transition into other early years settings and Reception Class in school. The childminder manages behaviour with positive reinforcement in order boost children's self-esteem. Children behave well and they learn to share and take turns. The childminder promotes children's independence effectively and he ensures that resources that meet the needs of children attending are easily accessible to them. Their independence is promoted because resources are organised so that they can select for themselves and a book shows pictures

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

of toys that they can also choose even though they are not stored in the playroom. Resources are safe and meet children's learning and development needs well.

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

Children play in a warm and welcoming environment. Admission information obtained from parents is thorough with regard to each child's individual care needs, and each child's needs are well met. Children's good health is protected well because the childminder encourages them to be active and enjoy outdoor activities. They develop confidence and physical skills when they use challenging large play equipment at the childminder's home and at the park. Children eat healthy food and they are developing an ability to attend to their self-care needs. Their welfare is addressed effectively because the childminder ensures that the environment is healthy and safe. He teaches children how to keep themselves safe. For example, they practise the fire drill and learn how to cross the road safely. Information on the childminder's good practice with regard to safety, illness and accidents is shared with parents.

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provision

The childminder is aware of his responsibilities with regard to safeguarding children. Necessary checks for everyone in his family aged 16 years and over 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 thorough safeguarding policy and the Northamptonshire Safeguarding Children Board procedures. He ensures that the play environment is safe and secure.

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provision

The childminder successfully monitors the educational programmes to ensure that children make good progress. He offers children good support. In order to review and improve his practice the childminder welcomes advice offered by local authority development workers and he regularly attends training. At the time of the last inspection three recommendations were raised and these have been addressed well. The childminder meets local requirements for providing funded early years education for children aged two years. His current priority for improvement is to enhance the partnership with parents by developing his childminding website in order to share more information with parents and to provide information for prospective parents. The childminder ensures that resources promote children's learning well, and these are maintained in a good state of repair.

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provision

The partnership with parents is strong and good communication between the childminder and parents ensures that each child's care and learning needs are well met. Initial information on each child's care needs is thorough and parents work well with the childminder to meet different needs. Parents' views on the care provided for their child are valued. The childminder is aware of the importance of establishing links with other early years providers to ensure continuity of care and learning when the need arises. Policies and procedures support the safe and efficient management of the provision and parents are made aware of them. Required documentation is kept up to date and in good order.

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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 EY378015 Local authority Northamptonshire Inspection number 870847 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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