Oddy, Hannah Frances

Inspection date

Previous inspection date 13/03/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Teaching is good because the childminder has a strong knowledge of each child's interests and takes account of these during her planning. She makes observations, identifies entirely appropriate next steps and as a result, children make good progress in their learning.  Children are safe because the childminder supervises them closely during their play. She understands the procedures for managing child protection concerns and she carries out risk assessments of her home and the outings the children are involved in.  Children benefit from the good partnerships with their parents because relevant information is shared and the childminder seeks information from home about their routines and learning. This results in children receiving a consistent approach to their care and development.  The childminder has an organised approach to her childminding and the required documentation is in place. She has begun to reflect on her activity with the children

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This provision is good

and to identify her priorities for the continued development of her service.

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It is not yet outstanding because

 The opportunities for children to take part in activities where they can explore numbers and mathematics have not been fully maximised.  The self-evaluation has not been fully strengthened through the involvement of the children and their parents.

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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 in the living room, the playroom and in the garden.

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Inspection activities

 The inspector spoke with the childminder and with the children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of the childminder's policies and procedures.

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Inspection activities

 The inspector checked evidence of the suitability of the adults working with the children and took account of the childminder's self-evaluation document.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her four children aged 14 years, 13 years, five years and 16 months in a house in Long Buckby, Northamptonshire. The whole of the ground floor, two bedrooms and the bathroom on the first floor are used for childminding. The enclosed front and rear gardens are used for outside play. The family has a hare, four rabbits and a cat as pets. She works with her mother who is also a registered childminder. 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 takes and collects children from the local schools and pre-schools. There are currently two children on roll, one of whom is in the early years age group and they attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except for family holidays.

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

 expand the already good opportunities for children to learn about mathematics, for example, by providing baking activities where they can weigh and measure the ingredients

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

 consolidate the self-evaluation, for example, by involving the views of the children and their parents.

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who attend

Children enjoy their time with the childminder because she spends lots of time playing with them. She is skilled in teaching the children through her positive interaction with them. For example, during play in the garden, she makes suggestions to enhance the game, such as offering different sized containers to make castles in the mud kitchen area. She follows the children's lead in their play. When children show an interest in the small windmills, she talks to them about their different colours and demonstrates how they blow in the wind if they are held up high to catch the breeze. Children quickly realise that if they turn the windmill around then blow, it will go round faster. Later the childminder suggests they use a straw to blow through in order to make the windmill go round. These activities are contributing to children learning about the natural world.

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who attend

Children's growing independence is well supported by the childminder. They are encouraged to share and to work together. They demonstrate an enthusiasm for learning because they are eager to try all the activities that are offered to them. They are encouraged to put their own coats on before going outside to play and they are confident to choose their own play materials. The children's parents are involved in their child's learning from the outset. The childminder seeks information from parents about their child's progress and interests at home and successfully incorporates this into her planning. This sharing of information continues throughout the child's time in the childminder's care. This able support for children's independence and the involvement from their parents ensures that children begin to be well prepared for their eventual move onto school. The childminder teaches them about numbers through counting activities. For example, when

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who attend

they push the swinging chair to and fro in the garden they are encouraged to count how many times they do it. With further support from the childminder children continue to count up to 20. There is scope, however, to extend children's awareness of numeracy in different ways, such as taking part in baking activities where they weigh and measure the ingredients.

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who attend

Children are making good progress in their learning and this is demonstrated in the records of observations that are completed by the childminder. She uses the information from their parents alongside her own observations to identify each child's starting points and then plans suitable activities around these interests. The childminder is confident to follow the children's lead in the play and she is always prepared with different activities to keep them busy. She records their progress through observations, photographs and samples of their art and craft work. This record is shared with parents who are able to contribute to their child's next steps in learning. The childminder has successfully completed the required progress check at age two and has developed partnerships with other providers of the Early Years Foundation Stage to ensure that children receive a consistent approach to their learning.

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

Children clearly demonstrate that they feel safe and a sense of belonging in the childminder's home. For example, they are confident to talk to the childminder, to initiate conversations and to ask for items they want. They thoroughly enjoy the childminder's positive and enthusiastic involvement in their play. Children who sleep settle quickly and are safe because they are checked regularly. Children's safety is given high priority. The childminder keeps them under close supervision during their play and she talks to them about the possible risks involved in what they are doing. For example, she reminds them to wait before using the large slide and climbing frame until she can stand with them. Children behave well because they have access to a wealth of play materials and activities that they are interested in. The childminder has clear expectations for behaviour and she provides gentle reminders and explanations as required to ensure children know what is

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

When children start attending the childminder works with their parents to devise an individual plan for their settling-in. She seeks information about their care routines and any specific requirements to ensure they can be met effectively. The children visit with their parents and they are gradually left until they are settled. The childminder provides feedback every day for parents about their child's care and the activities they have enjoyed. She discusses any changes that are required to ensure they are decided upon together. For example, when changes are required to meal times. She reassures parents during the day because she sends messages and photographs of the children during their activities by email. This effective partnership working contributes significantly to children's needs being met.

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

Children are developing a good awareness of the benefits of a healthy lifestyle. The childminder provides their meals and snacks after detailed discussion with their parents to find out any particular requirements. Children tuck into healthy snacks and enjoy peeling and eating tangerines in the garden. The childminder prepares an evening meal for the children when they sit together for a social occasion. Children have plenty of opportunities to play outside in the fresh air. The childminder provides a lovely range of activities in her garden that promote their physical skills. For example, they use balancing beams and they play games where they throw bean bags into a hoop.

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provision

The childminder gives a high priority to ensuring that children are safe. She understands the importance of following the Local Safeguarding Children Board procedures in the event of child protection concerns. The safeguarding policy contains the required elements. The childminder and her co-childminder both have suitable clearances in place and thorough risk assessments are carried out that cover the house, garden and any outings that include the children. The childminder and her co-childminder work well together as a team and support each other in the daily tasks and the care of the children. There is an abundance of play materials available to the children that cover the seven areas of learning and are all well maintained. Children can choose freely from the toys in the garden and in the very attractively decorated playroom.

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provision

The childminder demonstrates a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She carefully considers her planning of activities. She carries out effective observation and assessment of the children's progress to ensure that all the areas of learning are covered and that she correctly pitches their next steps in learning. She works well with children's parents to ensure they are fully involved in their child's learning and she values the information they provide from home.

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provision

The childminder reflects on the quality of the service that she offers. She has made changes and amendments to her documentation and her involvement with parents as she has gained in experience which ensures that children's needs continue to be met. She is keen to continue to develop her childminding service and identifies some well-targeted plans for the future. However, there is scope to expand the self-evaluation by including the views, comments and suggestions from the children and their parents.

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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 EY435127 Local authority Northamptonshire Inspection number 955891 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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