Childminder in West Northamptonshire

Inspection date

Previous inspection date 19/05/2014 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

 The childminder supports children's learning and development well because she has a thorough awareness of how young children learn and develop. As a result, children make good progress in relation to their starting points.  The childminder shares warm and nurturing relationships with the children and is sensitive towards their individual needs. Consequently, children are settled, happy and confident in her care.  Safeguarding procedures are secure, the childminder has a good level of understanding of how to keep children safe and secure in her care.  Young children are actively encouraged to use their senses to explore and discover the world around them.

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It is not yet outstanding because

 Ways to gather additional information from other providers and parents about children's ongoing interests and achievements, are not fully effective, in order to further enhance the planning of future activities and to compliment their learning.

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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 carried out a tour of the premises during the inspection.  The inspector observed children's activities and routines in the indoor areas.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability of the childminder and discussed self- evaluation.

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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 three children aged 12, nine and six years, in a house in the village of Wootton, Northampton. The whole of the ground floor and the rear garden are used for childminding. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently nine on roll, three of whom are 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:

 devise ways to encourage parents and other childcare providers to share what they know about the children's ongoing interests and achievements, in order to further enhance the planning of future activities and to complement their learning.

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who attend

The childminder provides a good range of interesting and challenging experiences across the different areas of learning. This is because she has a thorough understanding of how children learn, and is able to successfully support their ongoing learning and development, including school, where appropriate. For example, older children are effectively supported to develop their emerging writing skills, and are encouraged to repeat simple phrases when they listen to a story, such as 'I'll huff and I'll puff and I'll blow your house down'. Additionally, the childminder supports babies' developing physical skills by initially holding their hands and then encouraging them to take their first independent steps. As a result, babies smile and are proud of their achievements. Older children access more challenging equipment, such as the climbing apparatus and trampoline in the childminder's garden, and learn to use their feet to manoeuvre the wheeled toys. Children's range of

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who attend

experiences and social development are broadened because the childminder takes children on regular outings; for example, introducing children to new friends during visits to different toddler groups, taking children swimming and to the local farm.

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who attend

The childminder's interactions with the children are consistently cheerful. She knows the children well, sensitively joins in their play and builds on their interests. For example, the childminder supports children to express their creativity as they make telescopes together. Furthermore, babies' hand-to-eye coordination and sensory development is actively promoted. For example, babies learn to differentiate between different sized objects, such as the milk bottle tops and corks, as they post them into the plastic containers. Babies enthusiastically wave the metal whisk high in the air and enjoy exploring the plastic bottles filled with items, such as coloured rice and feathers. The quality of the childminder's interactions encourages younger children to persist at their chosen activity and adds to their enjoyment. For example, the childminder successfully uses a scarf to play 'peek-a-boo' with the babies, and tickles their toes as she sings 'This little piggy went

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who attend

to market' to them. Subsequently, babies giggle and squeal with delight. Additionally, the childminder shows babies how to shake the large piece of foil, successfully incorporating language associated to this, such as 'shiny', 'loud' and 'crunchy'. This supports children's developing language skills well.

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who attend

The childminder develops positive relationships with parents. She is approachable and values their views. The childminder's activity encourages parents to share information about their child's learning and achievements at the start of the placement. She then uses this information to aid the settling-in and initial baseline assessment process. The childminder subsequently observes children during their play, using this information to plan further challenging activities based on their next steps. Through a combination of informal conversations, daily diaries and access to assessment records, parents are kept appropriately informed about their child's progress and attainment. However, procedures to encourage parents to contribute to ongoing assessment, by sharing observations of their child's learning at home, in order to further enhance the continuing planning of activities, are not fully embedded. The childminder understands the requirement to

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who attend

complete the progress check at aged two, so that they are 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.

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

Children develop close relationships with the childminder. This is because the childminder is kind and caring towards the children, and sensitive to their individual needs. As a result, children demonstrate that they feel safe, secure and happy, which successfully supports their emotional development. For example, children seek support as required; happily include the childminder in their play and babies naturally fall asleep in her arms. Children's needs are known at the start of the placement because the childminder takes time to find out about each child's individual needs and background. For example, information is obtained about any known dietary and medical requirements. This helps to ensure smooth transitions and continuity of the children's care and learning. The childminder understands the importance of supporting children's transitions into other early years settings and reception class in school. She discussed developing children's independence by teaching

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

them to put on and take off their outdoor clothing and shoes. In addition, the childminder discussed teaching more able children phonic letter sounds, and developing their understanding of numbers and shape.

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

The childminder's provides a safe, welcoming, friendly environment, which is appropriately resourced. She understands how to safeguard children in order to ensure their continuing well-being. Records are kept of any accidents and medicines administered, and the childminder holds a current paediatric first aid certificate. The childminder successfully develops the children's awareness of potential dangers and supports them to understand when it is safe to take a risk. For example, the childminder teaches children how to access the stairs in her home safely and how to cross the road sensibly and safely. In addition, the childminder supports children to access more challenging equipment in the park by letting them know that she is on hand to help them. From a young age children gain an awareness of behaviour boundaries. This is because the childminder has clear strategies in place, such as using distraction as a technique and talking to older children to develop

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

their understanding of why certain behaviours are not acceptable. The childminder regularly praises children for their good efforts and achievements, which effectively boosts their confidence and self-esteem. As a result, children show pleasure and smile.

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

Children have daily opportunities to get fresh air and take part in outdoor activities that contribute to their good health and development. For example, children play in the childminder's garden, visit the park, and walk to and from pre-school and school. In addition, young children are able to rest and sleep according to their needs, and are regularly checked to ensure their ongoing well-being is maintained. Children's individual dietary needs are acknowledged and met because the childminder takes account of the wishes of parents. Snack and meal times provide opportunities for social development and the childminder successfully uses this time to encourage younger children to develop their self-care skills. For example, the childminder encourages babies to hold their own cup and to attempt to use a spoon to feed themselves. The childminder effectively limits the risk of cross infection. She maintains a suitably clean environment and regularly washes her own

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

hands at appropriate times during the day.

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provision

The childminder has a secure understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She can clearly identify the indicator signs of abuse and understands the action to take should she have any concerns. This ensures children are protected at all times. The childminder has attended appropriate safeguarding child training, and a written child protection policy and all relevant guidance documents are in place to support her. In addition, the childminder has developed a range of supplementary policies and procedures to support the effective management of her provision. For example, a behaviour management policy, and a complaints and lost child procedure. 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.

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provision

Visitors are asked to provide full identification and an appropriate record of visitors is retained. Potential hazards are identified and minimised within the childminder's home and garden to help children keep safe. For example, the premises and rear garden gate is secure, children are unable to access dangerous substances and sharp knives in the kitchen. In addition, the large play equipment in the childminder's garden is securely anchored into the ground.

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provision

The childminder demonstrates a positive attitude towards her childminding and continues to be committed to the continual improvement of the overall quality of her provision. She effectively uses self-evaluation and reflective practice to monitor the overall quality of her provision, and targets are set for ongoing improvements. For example, the childminder intends to enhance her existing childcare knowledge by attending further training courses. Additionally, the childminder attends childminding support groups, and seeks support and advice from the advisory team. The childminder hold a child care qualification. She demonstrates a secure knowledge and understanding of how to promote the learning and development of young children, effectively monitoring her assessment and planning procedures. As a result, the childminder has a good understanding of the children's skills, abilities and progress.

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provision

Partnerships with parents are positive. The childminder provides a good range of information about her childminding provision at the start of the placement, supporting the children's care and learning needs well. She is beginning to develop partnerships with other providers who deliver the Statutory Framework for the Early Years Foundation Stage. For example, the childminder reads pre-school newsletters and information is exchanged in relation to the children's care needs. However, ways to share additional information to complement children's on-going learning and development are not fully established. As a result, complementary learning opportunities are not fully maximised. 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

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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 EY471124 Local authority Northamptonshire Inspection number 945008 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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

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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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