Childminder in North Northamptonshire

Inspection date

Previous inspection date 30/01/2014 09/06/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 is well experienced with an excellent knowledge of child development and of how children learn through their interests. She teaches young children the basic skills that are necessary to support their future learning well.  The childminder evaluates her setting and has clear targets for improvement. She involves the children and parents in the monitoring process to ensure that they have a voice in the shaping of the provision.  The childminder promotes children's safety well because she carries out written risk assessments and regularly checks her home for safety. She quickly responds to any issues that arise.  The childminder builds strong, trusting relationships with the children and is very aware of the importance of smooth transitions from home to her setting. She works closely with parents to ensure that children settle very well.

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It is not yet outstanding because

 Opportunities to explore the outdoor learning environment in all weathers are sometimes missed.  There is scope to further enhance the opportunities available for children to experiment with mark making and to develop their skills for writing.

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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 spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documents, including planning systems, a selection of policies and procedures and children's records and assessments.  The inspector toured the premises during the inspection.

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Inspection activities

 The inspector observed children's activities and routines in the indoor and outdoor areas.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 1986 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in a house in Corby. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 extend the opportunities available for children to explore the outdoor area in all weathers, in order to enhance their learning and development in the natural environment

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

 develop further opportunities for children to experiment with writing, for example, by providing a variety of experiences for children to make marks and by drawing attention to marks, signs and symbols in the environment.

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who attend

The childminder knows the children in her care well. She has a good knowledge of children's home lives because she has formed positive relationships with parents prior to children being minded. For example, she has a strong settling-in procedure where parents come to meet the childminder and she gets to know children well before they are left in her care. The childminder encourages parents to share information about their children's interests and learning at home with her, which she then uses to plan activities to reflect the children's interests and to provide interesting and challenging activities. Parents are provided with a password to a secure online website where the childminder manages and stores all records. The childminder regularly updates this with observations, assessments, photographs and videos, ensuring that parents are well informed about their child's progress in their learning and development. The childminder uses her knowledge of each

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who attend

child to plan for their learning, taking into consideration their interests and age and stage of development. Consequently, all children make good progress in their learning. She involves parents in the progress check at age two years and aims to work with family health visitors where possible, so that progress checks coincide with health checks.

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who attend

The childminder has a good knowledge and understanding of child development, which enables her to provide good quality care. A good balance of planned and freely chosen play experiences across all areas of learning follow children's individual interests and suggestions. She extends with questioning and reshapes tasks to provide children with challenge in their learning. For example, when playing with number puzzles, the childminder uses mathematical questioning, such as asking about more and less and uses positional language to encourage children to develop their thinking skills in solving problems. Children consistently show the characteristics of effective learning and are keen learners, focusing on their selected activities for a period of time. The childminder provides an inclusive environment and children's contributions are valued. She promotes children's independence by encouraging them to select their own activities and builds upon these

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who attend

through her teaching. However, there is scope to further the opportunities provided for children to develop the early skills for writing through their play.

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who attend

Children's communication and language is supported as the childminder engages in early years play, which she adapts for individual children. For example, while children play with the cars and garages, the childminder spends time talking with them about their play and she responds to children's babbling and pronounces words clearly and slowly to enable younger children to echo her language. By repeating what the child says and adding another word, the childminder effectively supports the children's speaking skills. She asks questions and models building sentences with the older children to extend their very good communication skills further. Children enjoy learning about how flowers grow and recall opportunities where they planted flowers. The childminder then discusses their growth with children. However, some opportunities for exploring the outdoor environment in all weathers are sometimes missed, which does not always provide children with experiences

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

The childminder has established positive and caring relationships with the children, which means that they are confident, happy and settled in the homely environment and have secure attachments with her. The childminder knows the children well and works closely with their families to promote their development. For example, by providing parents with support and relevant information about helping children develop their communication skills. Children are encouraged to use the toilet independently and the childminder offers support where necessary. The childminder promotes good hygiene practices and children wash their hands independently. She uses these everyday routines to extend their learning. For example, she reminds them of the importance of 'washing the germs away'. This means that children have a good understanding of hygiene and are able to manage their own personal needs well.

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

A wealth of information about children's personal needs is collected from parents prior to their start date, including any health needs. Ongoing communication is promoted by the childminder and all required consents and permissions are in place. This ensures that she is always able to provide care based on each child's current needs. Children show that they feel safe and secure within the setting through communicating their needs and wishes confidently, for example, by letting the childminder know when they are hungry. Children are well behaved and respond positively to the clear and constant boundaries implemented by the childminder. She promotes positive behaviour through strong, positive relationships and uses distraction techniques, redirecting children to challenging activities to prevent unwanted behaviour. Children have a good awareness of safety and the childminder supports this by encouraging them to carry out tasks independently, such as

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

tidying away toys that they have finished playing with to prevent trips, teaching them how to keep themselves and others safe. Children have respectful relationships with each other, respecting their differences and showing care and consideration for each other.

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

The childminder knows the children well and recognises changes in their behaviour when they are tired and responds to these needs. She promotes healthy eating and offers a range of fruit and healthy snacks, which meet children's requirements and supports them in gaining an understanding of eating healthily. Parents provide a packed lunch for children. Also, the childminder encourages parents and children to focus on healthy eating, so children benefit from a well-balanced diet. The childminder takes the children to a variety of toddler groups, ensuring that they get physical exercise and fresh air daily. The childminder risk assesses these outings and teaches children about road safety and how to use the zebra crossings when crossing the road. The childminder has good links with the local children's centre, nursery and school and has good support strategies in place to work together with these to help prepare children for the next stage in their

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provision

The childminder has a good understanding of the signs and symptoms of abuse and her responsibilities for safeguarding children, which means that they are well protected from harm. She holds a level 3 qualification and updates her knowledge by attending training on safeguarding and food hygiene, which ensures she has a clear understanding of her role in keeping children safe. The childminder has clear policies and procedures in place, which are regularly reviewed to ensure their effectiveness. She has completed some self- evaluation and has set realistic goals for improvements. For example, continuing to update her knowledge and to attend short training courses to improve her skills for the benefit of children. She works closely with other childminders and the children's centre, which helps to keep her knowledge up to date about changes within the early years sector. It also provides opportunities to meet and network with other childminders, which has had a

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provision

positive impact on the childminder's self-evaluation by developing her reflective practice. The childminder's home and garden are secure and risks of accidental injury are minimised as she supervises the children extremely well. She holds a current paediatric first aid certificate. Accidents are immediately recorded and records are signed by parents at the earliest opportunity. Secure procedures are in place for the safe administration of medicines. The childminder carries out regular risk assessments of all aspects of her home, for example, daily safety checks are carried out before the children arrive. The childminder has good relationships with parents and provides feedback to them through their preferred means of communication. Parents are encouraged to voice their suggestions and anything else they would like to discuss. Recent parental questionnaires indicate that parents are all happy with the childminder's care for their children. Parents'

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provision

comment that the 'childminder is very welcoming' and that they are 'happy with the good progress that their children make with the childminder'. The childminder strives to provide the best provision for young children in her care. The drive for improvement is evident. The childminder has strong links with other registered childminders. She understands about partnership working when children attend other settings, to ensure that children's care and learning is complimented and supported. The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She uses clear observation and assessment and demonstrates a good knowledge of the characteristics of learning. As a result, children make good progress.

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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 220785 Local authority Northamptonshire Inspection number 871280 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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