Dodd, Rebecca

Inspection date

Previous inspection date 25/03/2014 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 is very effective in her planning. She uses what she knows about each child from the observations and discussions with their parents, which means the activities provided are well matched to what the children need to do next.  The strong partnerships with children's parents are significant in ensuring that children's individual care routines and their learning and development is supported.  Children are safe because the childminder fully understands the requirements for recording and reporting any child protection concerns. She carries out thorough risk assessments of her home and the outings the children are involved in and she keeps the children under close supervision which contributes to their safety.  The childminder has made an effective start to her work. She has a good knowledge of the Early Years Foundation Stage and she has all the required documentation, policies

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It is not yet outstanding because

 The partnerships with other providers delivering the Early Years Foundation Stage to the children have not been fully maximised.  The opportunities for children to play and explore the outside learning environment have not been fully optimised.

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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 conservatory and in the dining room.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability of the adults living in the household and discussed the childminder's self-evaluation.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child aged 16 months in a house in Higham Ferrers, Northamptonshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group. She collects children from the local school and nursery. The childminder holds a qualification at level 6. There are currently six children on roll, four of whom are in the early years age group and they attend for a variety of sessions. She operates all year round from 7.45am 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:

 strengthen the partnership working with other providers of the Early Years Foundation Stage to extend the already good information that is shared to ensure children's needs continue to be well met

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

 extend the already good opportunities for children to play outside, for example, by offering them freedom to explore, to use their senses and to be physically active.

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who attend

Children's learning and development is managed well because the childminder understands how to implement the Early Years Foundation Stage for them as individuals. She uses her knowledge and previous experience to successfully pitch activities correctly for the children attending. For example, she plans activities around the seasons. The children are provided with farm sets and animals for them to explore. The young toddlers pick up the animals and manipulate them in their hands. The childminder talks to them, naming the animal, making the noise of the animal and the child becomes completely engaged, squatting down to choose another animal. The older children organise the animals and make up the fences to keep them together as a group. Children are learning to be confident to explore and be curious and to organise their own play. Children who are interested in numbers and counting are keen to take part in activities planned by the

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who attend

childminder. She teaches them through encouragement to point at the different farm animals as they count them which results in them learning through this positive involvement in their play. The counting activity is extended because later, when the children choose books, they freely count a variety of items they see in the pictures. The childminder provides a wide range of activities that cover all the areas of learning. Children are supported to think about what they are doing and are able to extend their own learning. For example, when they lay the farm fence pieces flat to make a track for the trains but they find the trains will not run along it, the childminder helps them to think about the best way forward and this results in the child asking for the train track pieces. They enjoy going for walks and outings to the local park where there is space to run around and equipment that promotes their physical skills. However, there is scope to

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who attend

further extend children's opportunities to play outside in order for them to explore the natural world.

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who attend

The childminder provides very positive and genuine interactions with the children during their play and this promotes their growing confidence and self-esteem. She provides a commentary for the children about what is going on, what comes next and she encourages them to join in with and to initiate conversations. Children are confident to select their own books from the shelf and they sit on the childminder's knee thoroughly enjoying getting involved with the story with her. As a result, children's communication, language and interest in literacy are supported. All the children are well supported in their developing personal, social and emotional development. The older ones show care and concern for their younger friends, taking them by the hand to show them toys. The childminder enables the children to work together and to share because she takes time to explain the expectations to them and always has alternative resources for the children.

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who attend

The childminder ensures that they can be independent through making decisions and involving them in the planning of the day. All children show enthusiasm and a keenness to get involved with all the activities that are on offer to them. Children benefit from the effective partnerships between their parents and the childminder. Parents are encouraged to share information relating to their child's progress that the childminder uses to inform her future planning. Therefore, children are well prepared for their move on to school when the time comes.

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who attend

Children's progress is clearly evident in the very well-presented scrapbooks that contain observations and photographs of them engaged in the wide range of activities that contribute to them making good progress. The childminder's planning is effective because she listens to the children and watches them during their play. She ensures she takes account of their ideas, interests and suggestions when considering further activities for each child. She is effective in identifying individual children's starting points because she uses information gathered from her initial observations and from her discussions with their parents about their progress at home. When children have settled in she completes an initial assessment and begins to identify some next steps for their development. The observations are well informed because the childminder links them to the relevant areas of learning and the information is used in the future planning and the identification of their

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who attend

ongoing next steps. The childminder values parents involvement and she encourages them to look at their child's scrapbook. Any comments they make contribute to the planning for their child.

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

When children start attending they are able to settle in successfully because the childminder offers individual plans for them, including a number of visits with their parents. She works with each family individually, involving them in thorough discussions about their child's needs to ensure that she can meet them. When children have settled in, their parents are provided with daily feedback both verbally and in a daily diary that provides them with information about the activities their child has enjoyed and about their care routines. This commitment from the childminder to working closely with each child's parents contributes to their feelings of well-being and belonging because they receive a consistent approach. The childminder is developing partnerships with other providers of the Early Years Foundation Stage who are involved with the children and she provides feedback for the other provider about the activities the children have done with her.

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

However, there is scope to further extend this working together to ensure that all relevant information shared and used to provide children with a consistent approach and a smooth transition between home and the range of providers who are involved with them.

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

Children clearly demonstrate that they feel safe in the childminder's home. They are able to choose freely from the very good range of play materials that are stored in low-level drawers and units. Babies settle readily to sleep and they wake happily, putting their arms up to the childminder for cuddles. Children climb onto her lap for stories and they thoroughly enjoy her involvement in their play. Children behave very well because the activities available to them are pitched entirely correctly for their interests. The childminder ensures she continues to extend children's learning during their activities through discussion. The childminder supervises the children during their play and she talks to them about managing their own safety. For example, they are encouraged to help tidy away when they have finished playing. The older children learn about emergency evacuation through discussion, practising evacuation and art and craft activities with the

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

The childminder is active in promoting children's awareness of how to enjoy a healthy lifestyle. They have regular opportunities for fresh air and activities outside. They have drinks available to them at all times and the childminder provides snacks after she has had detailed discussions with their parents about any allergies or specific dietary needs. She also takes account for babies of the foods their parents have given them at home before offering to them at her home. This ensures children's well-being and continued good health is promoted. Children are familiar with the routines of the day. The childminder works closely with their parents and this enables open discussion to ensure that any changes the children may require to their routines are discussed and decided upon together.

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provision

Although the childminder is relatively new to the work, her high level qualification and her previous experience contributes to her providing each child in her care with a safe environment that meets their unique care and learning needs very well. She demonstrates a good understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage and how to safeguard children. For example, she has completed further training in safeguarding and she understands the importance of following the Local Safeguarding Children Board procedures in the event of any concerns. She carries out thorough and ongoing risk assessments of her home, garden and the outings the children are included in and the adults living in the household have the required clearances in place.

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provision

Children are making good progress in their learning because the childminder has a strong awareness of how to plan, observe and assess their individual progress. She is skilled at providing children with activities that spark their interest and that provide suitable challenge for them. She monitors and evaluates how she is covering all the aspects of the seven areas of learning for each child through providing a good range of activities and resources.

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provision

The childminder works very well with children's parents and she understands the benefits of developing her partnerships with other providers who are involved with the children. She evaluates her provision and has established this reflection in the planning for each child's needs. She has made some changes to her activity since her registration and has identified some well-targeted plans for ongoing improvement.

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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 EY466078 Local authority Northamptonshire Inspection number 938647 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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