Childminder in West Northamptonshire

Inspection date

Previous inspection date 28/02/2014 12/12/2011

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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 quality of teaching is good because the childminder has a thorough awareness of how young children learn and develop. As a result, children are eager to learn and demonstrate a high level of engagement considering their age.  The childminder is enthusiastic and uses her knowledge of child development to monitor children and she engages herself within their play, motivating them and supporting their understanding. As a result, they are making good progress in their development.  Children's personal, social and emotional development is well supported by the childminder. Children are content, comfortable and display a good sense of belonging because of the secure attachments they form with the childminder.  The childminder has a good level of understanding of how to safeguard children and keep them safe and secure in her care.

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It is not yet outstanding because

 Methods for helping all parents to support their children's learning at home are not fully embedded in order to extend children's good learning even further.  The small garden is not yet fully resourced to promote the different areas of learning in order to help children achieve their best.

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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 undertook a tour of the premises and the area used for childminding, including the outdoor area.

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Inspection activities

 The inspector looked at a range of documents including policies, procedures and the children's records.  The inspector observed activities within the lounge and care routines.

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Inspection activities

 The inspector spoke with a children and the childminder during the course of the inspection.  The inspector read comments made by parents.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child and three children aged 14, 12 and seven years in the East Hunsbury area of Northampton. The whole ground floor of the house and the rear garden are used for childminding. The family has two pet cats.

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Information about the setting

The childminder attends a toddler group and visits the local parks and shops. She collects children from the local schools and pre-schools. There are currently five children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.30am 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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To further improve the quality of the early years provision the provider should:

 develop further methods to enable parents to support their children's early learning at home, so that they continue to extend the good progress in their learning and development

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

 extend the range of activities offered in the garden to complement the wide range of indoor opportunities, so that children are able to choose where they best learn.

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who attend

The childminder fully understands how children learn and develop through play. She provides a welcoming and stimulating environment in which children make good progress in their learning. During the settling-in process the childminder gains useful information from parents about their children's routine and past experiences. This information is then used to identify the children's starting points. It enables the childminder to settle the children well, providing activities of interest, and encourages parents to become involved in their children's education from the start. The childminder regularly observes and assesses the progress children make towards to early learning goals and records her findings on the children's individual learning journals. This information is used effectively by the childminder to identify children's learning and plan for their next steps. Her planning is individualised, which allows her to organise resources and activities effectively

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who attend

for every child on the days they attend. The childminder covers all areas of learning well and her teaching techniques are good. She understands the requirement to review children's progress between two and three years, and she has planned to discuss the arrangement with parents for children in this age range, so that the review best meets the needs of the child.

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who attend

There is a good balance of child-initiated and adult-led play opportunities. Children enjoy activities in a stimulating play environment. The childminder supports early literacy and reading well. For example, while reading she uses simple questioning, giving the child time to think and answer in his own time, rewarding him with praise. As a result, the child is encouraged to engage more. The childminder effectively promotes children's understanding and language. For example, a child investigates a large bucket of animals independently before the childminder interacts, discussing the objects bought to her by the child. The childminder praises the child's good language and repeats back, extending the sentence to include size and colour. This encourages young children to become confident in talking. The children develop their physical skills well when they play in the garden. However, there is scope to extend the range of outdoor toys to enhance the

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who attend

outdoor play opportunities in line with those offered inside. The childminder follows the interests of the children, extending their learning and providing challenges suitable for their age and ability. For example, a child enjoys playing with the farm and the childminder provides a selection of animals and tractors. She supports the young child's imaginative play, giving praise and encouragement. She uses this opportunity well and offers a running commentary and plays alongside the child. As a result, this extends his learning. Consequently, the child is engaged, motivated and keen to learn.

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who attend

Children are keen learners and they display characteristics of effective learning as they engage in playing and exploring. For example, a young child has a strong exploratory impulse as he discovers a push-button toy. The childminder ensures that children are taken out into the local community, visiting places of interest, such as toddler groups and the local parks. This gives children the essential skills to be able to socialise and build good relationships with others and to learn how to communicate and express themselves successfully. In this setting, children make good progress in their learning and development. By the time they begin school, the childminder aims to ensure they are well prepared with the skills they need. Daily activities are shared with parents, helping them to understand what their children do when cared for by the childminder. Children's learning is recorded in an individual learning journey, which includes photographs and

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who attend

regular observations. The journals are accessible for parents to view at all times. Regular conversations with the childminder keep parents informed about how their child is meeting the expected milestones for their age. The childminder has begun to provide parents with some suggestions of how they may further support their children's learning at home. This is in its early stages and there is scope to build upon this to further enhance the children's progress in their learning and development.

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

The childminder provides a home-from-home environment where parents can rest assured that their child is well cared for. Children receive lots of warmth and affection from the childminder, and as a result, their emotional well-being is appropriately supported. Children have positive relationships with the childminder and they demonstrate a good sense of belonging as they share cuddles spontaneously. The childminder gathers a large amount of information from the parents before the children starts, such as what the children likes to do and topics of interest, as well as their sleeping and eating routines. Settling-in arrangements are very much catered to the child and their family's needs. This helps to ensure a happy, smooth transition between the home and her care. The childminder recognises that this can be an anxious time for parents and provides them with lots of reassurance that their child will be well cared for during their absence.

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

The childminder manages behaviour well. She teaches young children about acceptable behaviour. For example, the childminder models good manners, reiterating 'please' and 'thank you' during conversations. She uses lots praise to give encouragement to those being helpful and cooperative, building their self-esteem. The childminder is a good role model for the children, treating them with respect and kindness. As a result, the children's emotional well-being is supported. There are good standards of hygiene in the home, which helps to keep the children healthy, and they are learning how to manage their personal hygiene effectively. For example, children independently manage their personal needs well, such as washing their hands before eating snack. The childminder has a good understanding of nutrition and healthy eating. She encourages children to sit at the table for their meals, and this helps to develop their personal and social skills during mealtimes.

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

Children know they can access their drinks whenever they are thirsty, which ensures they remain well hydrated and comfortable.

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

The childminder gives a high priority to keeping the children safe and has effective procedures in place to deal with any accident. She holds a first aid certificate, which means that she can take appropriate action in the event of an accident to ensure children's well-being. All areas of the home are well presented, clean and inviting. Print, numbers and pieces of artwork are displayed. The childminder creates a welcoming environment that is very well organised. This inspires children to want to explore and promotes a love of learning, stimulating the children's intellectual curiosity. The childminder maintains good records of risk assessments of the home, both inside and outdoors, and for all types of outings, providing a safe and secure environment for children to learn and explore. Children's understanding of risk assessment is promoted through simple activities, such as 'tidy up time', to prevent too many toys being left out

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

and potential trips and falls. They become familiar with the local community as the childminder collects children from the local school.

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provision

The childminder has a good level of knowledge and understanding of how to protect children in her care. For example, she is aware of her local procedures for child protection and knows who to contact should she have a safeguarding concern. The childminder has established a well-written policy, which is shared with parents. This ensures they are clear of the childminder's responsibilities in keeping children safe from harm. Medication consent and accident recording procedures are in place to further protect children. Children's personal information is stored in a safe and secure place and emergency contact details are regularly updated. Effective procedures are undertaken to assess risk and hazards, both in the home and on outings. This allows the childminder to take action on any potential risks to the children.

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provision

The childminder fully understands the importance of continuous professional development and has attended training, including observation and assessment. In addition, she shares good practice with the local early years adviser and other local childminders, welcoming their support. This helps her to monitor her provision and keep up to date with current practices. Therefore, children benefit from her increased knowledge and skills. The childminder has a good understanding of the seven areas of learning and how to effectively challenge children. She follows their interests, allowing them to lead their own learning. This supports children to become active learners and be able to think critically. The childminder has good knowledge of individual children's age and stage of learning and development, which helps her to identify any gaps in their learning. This information is shared with parents, so that they can celebrate their child's achievements. The

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provision

childminder consistently reviews her service and provision through self-evaluation, including the parents' views. This allows her to recognise where improvements are required to improve the provision for all children. She has carried out the recommendations from her last inspection. For example, she has developed an organised approach to using observations to show individual children's progression, and then using these observations to plan the next steps in each child's learning and development. The childminder is aware of the need to provide parents with a progress check at age two when the time comes, and is planning to use the children's developmental records to produce a written report stating how the child is progressing, highlighting their strengths and any weaknesses in their development.

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provision

The childminder develops good relationships with parents in order to support their children's ongoing progress. She regularly shares information about the children's care and learning, both verbally and through a daily communication book. As a result, parents are kept well informed about their child's day. The childminder is clear about how she intends to share information between settings when children attend more than one provision, which enables them to work together to support children's learning. Parents comment positively about what their child has received while in the care of the childminder, such as 'my child is making huge progress and enjoys the activities he does with you'.

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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 EY427319 Local authority Northamptonshire Inspection number 870285 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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