Childminder in North Northamptonshire

Inspection date

Previous inspection date 19/03/2014 14/02/2013

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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 children chat with the childminder, involving her in their play as they engage in free-choice play and organised activities.  Support for children with English as an additional language is good, enabling children to meet expected milestones in all areas of learning.  The childminder knows the children well, enabling her to settle the children quickly and meet their needs well.  Risk assessments include the supervision of children on outings and the childminder's pet dog. In addition, the childminder has a thorough understanding of safeguarding issues ensuring children are kept safe at all times.  The childminder has used the help and support provided by the local authority to improve her provision and make secure plans for future development.

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It is not yet outstanding because

 Partnership working with another early years provider does not fully support continuity of learning.  There is scope to enhance the support provided to young children learning to walk.

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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 children engage in free choice play and take part in planned activities and discussed these observations with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, and her household and talked with the childminder about her self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in documentation.

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Information about the setting

The childminder was registered in 2009 and is 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 Kettering, Northamptonshire. Ground floor rooms and the rear garden are used for childminding. The family has a pet cat and a dog. The childminder holds a childcare qualification at Level 3. She attends a toddler group and meets up with other childminders to socialise. She visits the local shops and parks on a regular basis. The childminder takes children to and collects children from Hawthorn Primary School. She supports children for whom English is an additional language. There are currently four children on roll, including three in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 6.30am 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:

 strengthen the contribution that partnerships with other early years providers make to children's continuity of learning

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

 enhance the support provided to children as they learn to become confident, independent walkers.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She uses her knowledge of how children learn through play to plan a broad range of activities based on their individual needs and interests. She engages children effectively in their learning by talking to them about what they are doing, what is happening and asking questions to extend their thinking. For example, in the garden children play in the sand tray. They spoon the sand into pots and turn it out. They ask why it has not made a castle then have a discussion with the childminder about it. They come to the conclusion that the sand is too dry and they will need to add water to make it stick together. This shows that children are actively engaged in playing and exploring and that they are starting to think critically and develop ideas to solve problems. The childminder records observations of children as they play by taking photographs and making notes. She uses the information to plan

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who attend

further activities to build on their learning towards their next steps. In this way children make good progress through effective planning and teaching. Support for children with English as an additional language is also good enabling children to meet expected milestones in all areas of learning.

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who attend

Parents and carers share information about their children before they start attending the childminder's setting. Settling-in sessions provide opportunities for the childminder and child to get to know each other and for her to make initial observations to enable her to assess the child's starting points and plan some initial activities. Parents are kept well informed about their children's routines and activities. Information is shared verbally at drop off and collection times. Children are well supported for the next stage in their learning because the childminder finds out what they need to know and be able to do when they begin at the primary school. She supports children with other transitions too, such as, when they start attending a new nursery.

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who attend

The areas of the childminder's home used for childminding are well organised so that children are able to access the toys and resources themselves providing safe opportunities for them to be independent and make choices. There is sufficient floor space for them to spread out, such as, when they walk the buggy around to rock the baby to sleep. Children use their imaginations in a variety of ways and also demonstrate that they are developing an understanding of the world around them. For example, children show the inspector where they will plant the carrots later in the day and talk about other vegetables they have helped to grow. Children learn how to problem solve as they unpeel the stickers they use to make pictures. Children sometimes get muddled as they count, missing out a number and the childminder reminds them of the sequence. She also introduces questions about colour to reinforce previous learning, for example, children are confident about the

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

Children form warm and secure relationships with the childminder and her family and are totally at ease in their presence. The childminder takes time to settle children into her home so that they feel safe and forge trusting relationships. Information is regularly shared with parents regarding all aspects of their care and development. This enables the childminder to follow home routines, such as normal eating patterns and to organise activities they will enjoy including outings to local farm attractions. This attention to detail ensures that transitions between children's homes and the setting are smooth. Children feel at home in the setting, seeking out toys and making decisions about their play. The indoor environment is organised to make good use of the available space. Boxes of toys and other resources are stored so that young children can make choices, particularly as they become more mobile. There good resources and generally good support provided to

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

the youngest children to help them develop their physical skills. However, there is room to provide additional encouragement and attention to those children who show they are ready to walk, in order to help them to gain the confidence they need to take their first independent steps.

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

Children move around the house safely and handle the equipment with care. They are aware of the emergency evacuation procedures because they are practised regularly. They also learn about road and car safety on the journey to and from school. Children are encouraged to develop skills to enable them to become independent in their daily activities and routines and also to make choices. For example, before going outside, a discussion takes place about whether it is warm enough to play outside without coats, they agree that it is. The childminder is familiar with each child's dietary and medical needs and serves children the nutritious meals and snacks provided by their parents. Children are also encouraged to take regular drinks. The childminder asks children how their drinks are and if they are nearly empty they are refilled so there is always a drink available for them to access while they are playing.

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

Children play outdoors every day in the childminder's garden or at a park and so experience plenty of fresh air and exercise. They manage risks safely on the play equipment and know not to run on the wet paving. Children behave well. They are learning to share and take turns with support and to be kind to their friends and to the childminder's pets. The childminder regularly praises their efforts and achievements, effectively helping to develop the children's confidence and self-esteem.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. She understands explicitly her responsibilities to report and record details of any potential child protection concerns and knows who to contact so that children are protected. A written policy is shared with parents, clearly informing them of their own and the childminder's responsibility in this process. The childminder is conscious of the need to ensure that the environment is safe for children and visually checks all areas daily to minimise potential risks. She has a range of policies and procedures to ensure children's safety and well-being which are adhered to at all times and reviewed and updated regularly to ensure they reflect developing practice. They include procedures for taking the children on outings with her dog and ensuring children are fully supervised and safe at all times.

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provision

The childminder has a good understanding of the requirements for learning and development. She reflects on each week's activities to evaluate the effectiveness of her teaching and its impact on children's progress towards their next steps in learning. She adapts planning accordingly for the following week so that children continue to receive interesting, yet challenging learning experiences. For example, after the discussion about the sand being too dry to make sand castles, it is agreed that next time the sand pit is used they will see how much water is needed to make the sand mould into a castle shape. Parents complete an annual questionnaire for the childminder so she has their views on her setting. She uses these when reviewing her provision and deciding on actions for improvement. The childminder has used the support provided by the local authority to help her improve her provision and make secure plans for future development. These

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provision

plans include attending further training in the near future.

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provision

The childminder is fully aware of the importance of establishing positive links with other practitioners who share the care and education of individual children. In the majority of cases these are successful, although, there is scope to strengthen some aspects of the information shared so that this cooperative approach to supporting children's learning is more robust. The childminder shares ideas and best practice with other childminders at a local support group and this also helps her to monitor the quality of her own provision.

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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 EY392067 Local authority Northamptonshire Inspection number 960389 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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

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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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