Childminder in West Northamptonshire

Inspection date

Previous inspection date 14/05/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder supports children's emotional well-being well. She has a secure understanding of how children learn and successfully supports their ongoing learning and development. As a result, children make good progress.  The childminder fully understand her role and responsibility in relation to child protection procedures in the event of a concern about a child in their care. Therefore, children are effectively protected.  Successful partnerships with parents and other childcare setting results in an integrated approach to children's care, learning and development. This ensures children's individual needs and ongoing development continues to be met.  Children thoroughly enjoy being physically active and participate in a good range of challenging activities. This successfully develops children's control and coordination skills and increases their fitness.

p.1

It is not yet outstanding because

 There is scope to further enhance opportunities for older, more able children to begin to read words and simple sentences during planned activities. As a result, children's literacy development is not always as fully maximised as at other times.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector had a tour of the premises.

p.2

Inspection activities

 The inspector observed children's activities and routines in the indoor and outdoor areas.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.

p.2

Inspection activities

 The inspector looked at children's learning journey records, planning systems, a selection of policies and procedures and children's records.

p.2

Inspection activities

 The inspector checked evidence of suitability of the childminder and discussed self- evaluation.  The inspector took account of the views of parents spoken to on the day.

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged nine and seven years in a house in the village of Ravensthorpe, Northamptonshire. The whole of the premises and the rear garden are used for childminding. The family has a pet cat. The childminder visits the park on a regular basis. She collects children from the local school. There are currently 10 children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

p.3

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

 enhance older and more able children's literacy development by improving opportunities for them to read words and simple sentences.

p.3

who attend

The childminder's practice is based on a secure understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. As result, children are supported well and make good progress across all areas of their development, which prepares them for the next stage in their learning, such as moving onto other early years provisions and school. In addition, the childminder successfully supports older children's continual progression at school. The childminder plans activities and play opportunities to support children's interests, relevant to their age and stage of development. For example, the childminder recognises that children like to play imaginatively and be creative, so she ensures they can independently access a range of dressing up clothes and props to support their ideas. Additionally, the childminder successfully compliments children's learning once they attend school. For example, she

p.3

who attend

supports children's developing phonic knowledge by encouraging them to hear and say the sounds in simple words and listens to them read their school books. As a result, children's literacy development is enhanced and their confidence is increased.

p.3

who attend

Children make independent choices about their play and seek out their friends to share experiences. For example, children energetically kick the football to one another, while other children participate in quieter activities, such as playing board games together. Children thoroughly enjoy playing in the childminder's garden and have access to a good range of equipment, which enables them to develop their physical skills. For example, children bounce on the trampoline and squeal with delight as they swing higher on the rocker. Additionally, children enjoy games, such as hide and seek and tag. The childminder's interactions with the children are consistently cheery. She knows the children well and sensitively joins in their play and helps to extend their learning by asking appropriately challenging questions, which encourages them to think and respond. During baking activities the childminder effectively develops children's mathematical

p.3

who attend

understanding and extends their control and coordination skills. For example, the childminder encourages the children to identify the numbers on the weighing scales and supports them to estimate and count the ingredients as they carefully use a spoon to transfer the ingredients into the mixing bowl. Children thoroughly enjoy cracking the eggs and eagerly whisk them in the measuring jug, which develops their control and coordination skills well. In addition, the childminder encourages older, more able children to read the recipe aloud. However, occasionally the words are too difficult for the children to read and while the childminder discusses a better approach, such as providing pictures cards and single words for the children to read, she has not implemented this in practice. As a result, learning opportunities are not always fully maximised at this time.

p.4

who attend

The childminder successfully engages parents in their child's learning and development and communication is friendly and purposeful. She obtains a good range of information about the children's interests and stage of development from parents at the start of the placement. The childminder subsequently uses this information to settle children and to plan their future learning based on their individual needs. The childminder completes developmental records for the young children in her care. She observes children as they play and uses this information to ascertain progress and to plan further challenging activities based on their interests and next steps. In addition, the childminder takes photographs of the children participating in the activities provided. Photographs reflect the children's enjoyment and are regularly shared with parents. The childminder shares the children's development record folders and gives daily feedback of how children have been

p.4

who attend

and the activities they have taken part in during their absence. The childminder demonstrates through discussion that she understands the requirement to complete the progress check at age two so that she is aware of children's progress at this stage. However, at the time of the inspection the childminder had not been required to implement this in practice.

p.4

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 they are happy and settled in the homely environment and have secure attachments with her. This supports children's emotional security well. Children confidently make their needs and wishes known, naturally include the childminder in their play and seek reassurance as required. Secure settling-in arrangements, including discussion relating to children's care and learning needs, successfully aids transitions from the children's home into the childminder's care. For example, information is obtained to ensure any medical needs are known and accurately met. This successfully ensures that appropriate knowledge underpins the good care provided. Parent's comment that the childminder is 'helpful and flexible'. The childminder understands the importance of supporting children's transitions into other early years settings and reception class in

p.4

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

school. She discussed supporting children to develop effective personal hygiene routines and to independently put on and take off their clothing in readiness for physical education sessions. In addition, the childminder discussed teaching more able children phonic letter sounds and providing activities which encourage them to sit and listen for a sustained period of time.

p.5

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

The childminder provides a welcoming, friendly environment, which is well resourced. She understands how to deal with safeguarding issues and records are kept of any accidents or any medicines administered. Additionally, the childminder holds the required paediatric first-aid certificate. Children's understanding of their own personal safety is actively encouraged by the childminder. For example, road safety is reinforced during walks around the community and children fully understand the 'one child rule' when they use the trampoline. In addition, the childminder encourages children to take risks and challenge their developing physical skills. For example, children are encouraged and supported to try to use the monkey bars to move across the climbing apparatus. Children behave well, are polite and develop positive relationships with each other. They learn to respect differences, to show consideration, to share and take turns. For example, older children

p.5

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

help younger children to put on the dressing up clothes and play tunes to them on the key board. Positive reinforcement is a strategy used by the childminder to boost children's self- confidence and self-esteem and she discusses with the children why certain behaviours are unacceptable.

p.5

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

Children's health and well-being is promoted well. They have daily access to the outdoors for fresh air and exercise and are actively encouraged to be active and energetic. Children move spontaneously and with confidence in the available outdoor space, access challenging apparatus and effectively increase their fitness levels as they chase one another during tag games. Children enjoy healthy meals and snacks, such as lasagne, jacket potatoes and cheese, apple crumble and fresh fruit. Mealtimes provide good opportunities for further social development. Children sit together around the table and freely chat to one another about their day. The atmosphere is very happy and relaxed. Additionally, children remain well hydrated and comfortable because they are able to help themselves to water when they need a drink. Children know the importance of good personal hygiene. They independently wash their hands after playing in the garden and

p.5

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

before meals and snacks. In addition, the childminder maintains a clean environment and appropriately cleans the table with anti-bacterial spray in readiness for cookery activities and before the children eat their dinner. This helps to prevent cross infection.

p.5

provision

The childminder is very secure in her understanding of her role in protecting children from harm and abuse. This is because she fully understands the indicator signs of abuse and is familiar with the procedures to follow to report concerns. As a result, children are effectively cared for and protected. The childminder has attended safeguarding children training and all necessary underpinning documents are in place and well organised to support her in her role. Good supervision ensures that children remain safe and all adults living on the premises are checked and cleared through appropriate vetting procedures. For example, Disclosure and Barring Service checks have been completed. Children are kept safe in the childminder's home because risks are continually assessed. The childminder reflects on the environment and has clear written documents in place to support her in assessing and reviewing ongoing potential risks to children.

p.5

provision

The childminder demonstrates that she is committed to the continual improvement of the overall quality of the provision. She has experience of working in other childcare provisions, holds an Early Years Professional Status qualification and demonstrates a secure knowledge and understanding of how to promote the learning and development of young children. In addition, the childminder regularly attends childcare 'cluster' meetings to share good practice ideas and has attended a number of training events. For example, the childminder has attended 'behaviour detectives' training. This has increased her behaviour management knowledge. The childminder effectively monitors her assessment and planning procedures and, as a result, she has a good understanding of the children's skills, abilities and progress. She uses reflective practice to identify her current strengths and areas for development, to ensure that she is consistency striving to improve. For

p.6

provision

example, the childminder intends to improve the educational programmes by including more team building games into her planning.

p.6

provision

The childminder develops successful partnerships with parents and other early years providers, enabling all involved in the children's lives to provide continuity of care and a shared approach to promoting their learning and development. For example, the childminder regularly exchanges information with parents and has established close links with the local pre-school and the reception teacher at the local primary school. This enables her to successfully support children's ongoing learning and development. The childminder fully understands the importance of developing relationships with external agencies to ensure all children receive appropriate interventions and support. However, at the time of the inspection the childminder had not been required to implement this in practice. Additionally, the childminder has attended relevant training in supporting children with special educational needs and/or disabilities. Parents comment positively about the

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY471587 Local authority Northamptonshire Inspection number 944157 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10