Childminder in West Northamptonshire

Inspection date

Previous inspection date 15/05/2014 12/01/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder places a superb focus on children's individual learning needs. She uses her highly effective skills in observation, assessment and planning to ensure all children make rapid progress in their learning and development.  The quality of teaching is excellent because the childminder has an indepth understanding of how young children learn. She provides an excellent range of interesting and captivating activities for children in her care. As a result, they are eager to learn and make rapid progress from their starting points.  The childminder is highly skilled at helping children to form secure emotional attachments and develop their confidence and self-esteem exceptionally well.  The rich, vibrant and safe environment provides a secure base for children to manage risks and understand how to keep themselves safe and healthy. Children have many opportunities to explore and investigate the inside and outdoor environment.

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This provision is outstanding

 An excellent partnership exists between the childminder and parents. This enables parents to become highly involved in their child's welfare and learning both at home and in the childminder's care.  The business side of the childminder's practice is exceptionally well organised. She is very pro-active in researching and incorporating different ways of working to benefit the children placed with her. Her knowledge and understanding of safeguarding and the practices she has to keep children safe are excellent.

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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 compulsory part 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 looked around the premises and the area used for childminding, including the outdoor areas.

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Inspection activities

 The inspector looked at a range of documents relating to the children and to the setting, including the self-evaluation form, policies, procedures and the children's records.

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Inspection activities

 The inspector talked to the childminder and children at appropriate times throughout the inspection and observed a variety of activities both indoors and outside.

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Inspection activities

 The inspector took account of the views of parents, by reading a number of comments on questionnaires and letters to the childminder.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and household members aged over 16 years.

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Information about the setting

The childminder was registered in 2002 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 five, 10 and 15 years, in a house in Brackley. The whole of the ground floor and a bedroom on the first floor are used for childminding. There is an enclosed garden that children access. The family has a pet hamster. The childminder attends toddler groups and activities at the local sports centre. She visits the shops and parks on a regular basis. There are currently two children on roll within the early years age group. Children can attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 continue to encourage children's already excellent independence skills, for instance, by enabling them to cut up their own fruit and vegetables for snack.

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who attend

The quality of teaching is excellent. The childminder has exceptional knowledge of the learning and development requirements of the Early Years Foundation Stage. She has very high expectations of herself and of the children in her care. As a result, children thrive and are well motivated to learn in this extremely high quality setting. The childminder promotes excellent learning outcomes for children, through highly innovative and inspiring learning opportunities. Children's individual needs are met exceptionally well, as the childminder works very closely with parents from the onset to ensure they are all included. The childminder provides all children with rich learning experiences, which they greatly enjoy. She uses her extensive knowledge to plan an abundance of activities and experiences, ensuring that children are effectively challenged and inspired to learn. For instance, the exciting, stimulating and extremely well-organised environment, both inside

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who attend

and outdoors, ensures that all children make rapid progress towards the early learning goals. This excellent practice promotes their independence extremely well and encourages self-confidence. Very young children relish the individual attention they receive and stay close to the childminder who encourages playfulness and constantly talks to younger children. Children have access to a wide range of books and associated resources, such as story sacks. They love to select books and share stories together. The childminder skilfully follows the children's lead in their play, which encourages their natural curiosity to learn. Play is adapted according to the child's ability, so that all are provided with very good challenges. For example, the childminder sensitively joins in children's play and has an excellent ability to engage with them during activities. She gives lots of eye contact, praise and smiles as she plays with the children. This gives them a sense of achievement, which

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who attend

enhances their learning and development.

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who attend

Each child has a well-presented individual learning journey, which includes photographs of them thoroughly enjoying their play. This enables parents to become fully involved in children's learning. Photographs within the childminder's home, reflect the children's adventures and encourage children to talk about and recall past events and experiences. A robust system is in place for tracking and evaluating children's learning and progress. For example, the childminder monitors children's learning to ensure that her teaching motivates the children and they are able to make rapid progress through optimal challenges. The childminder continually observes the children, making notes in their communication books, which are shared with parents. As a result, this has an excellent impact on children's learning. The childminder makes very good use of guidance documents to track children's development. This ensures teaching accurately focuses on

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who attend

individual children's interests and the next steps in their learning. As a result, children make rapid progress in readiness for school. Furthermore, she fully understands that the purpose of the progress check for children between the ages of two and three years is to identify when early intervention may be needed. This helps to ensure that all children receive the appropriate level of support.

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who attend

Partnerships with parents are strong and considerably influence the children's overall learning. All families and their children are invited to meet with the childminder, prior to their child starting. The childminder uses this opportunity to gather useful information, find out about the children from their parents and to begin to build positive relationships with them and their families. Parents are fully involved in their child's learning, as they actively contribute to their learning journeys and termly reports. They provide information to the childminder about their child's achievements outside of the setting and pass on any new interest. This ensures that children benefit from continuity in their care and learning. The childminder provides detailed information to parents about the learning experiences that children take part in, during their absence. The childminder gives suggestions about how parents can support their children at home. For example, encouraging the parents to

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who attend

borrow story sacks, books and popular toys.

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

Children are happy and relaxed within the childminder's home. Their self-esteem and confidence is continually enhanced through the praise, encouragement and acknowledgement of their achievements by the childminder. The childminder values the children's contribution to planning and clearly enjoys listening to their comments and ideas throughout the day. For example, a young child's confidence is nurtured through the happy facial expressions and kind words used by the childminder, which are supported by claps and cheers for their achievements. Children benefit from effective settling-in procedures, that take into account their individual needs and successfully support them in the move between home and the setting. Children and their parents are encouraged to attend 'stay and play' sessions to meet the needs of the child, allowing them to become familiar with the environment, children and the childminder. The childminder uses these

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

meetings to gain an exceptional understanding of children's individual preferences and interests and uses this to provide tailor made experiences that allow them to flourish in the setting. Furthermore, children develop a clear sense of belonging through the superb relationships they form with the childminder and they flourish in her care. Children's artwork is displayed on walls and in their learning journals. This helps to raise their self- esteem, as well as enabling parents to see their child's own work. Children show a strong sense of security and their behaviour demonstrates that they feel safe. For children who need a rest or a sleep during the day, the childminder provides cosy areas and individual cots where they can safely and comfortably sleep.

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

The childminder is highly skilled, sensitive and fully supports children to form strong, secure, emotional attachments. These provide a solid foundation for their personal, social and emotional development. For example, children of all ages are encouraged to be independent as they select their own resources from the vast range of activities and resources on offer. Children's behaviour is exemplary because the childminder is an excellent role model. She has basic house rules, which are shared with parents and children. The childminder provides additional support when children are struggling to understand expectations and she uses positive praise to acknowledge their achievements. As a result, children understand what they are doing well. Children develop excellent personal hygiene skills as they learn to wash their hands, before eating and after using the toilet. Nappy changing and toilet training routines are very well embedded in practice.

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

Children gain an excellent awareness of the relevance of following healthy lifestyle practices. For example, their understanding of healthy eating is promoted through ongoing discussions, relevant games and cooking activities. The childminder encourages children to eat a healthy diet, offering healthy snacks of fresh fruit and vegetables daily. Furthermore, she discusses healthy options for packed lunches with parents and children. This supports the children in preparation for school by learning, for example, how to open and close plastic food and drinks containers. However, some opportunities to further promote children's independence are occasionally missed, as the childminder provides ready prepared fruit, which they cannot help prepare. Individual dietary needs are constantly met following discussions with parents and by keeping detailed information on children's specific needs.

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

Mealtimes are a social time, where children learn about good manners and talk about what they have been doing and what they would like to do later. For example, the children decide they would like to play outside after lunch, allowing them to practise using their gross motor skills, such as running, jumping and climbing. Children have excellent opportunities for physical exercise as they have daily access to outdoor play in the inspiring garden and regular outings to local parks. The outdoor environment offers children rich and imaginative learning experiences. Children are encouraged to create their own garden area, where they plant flowers as they learn about growing. Children are encouraged to try out new activities and take risks using garden equipment. Weekly 'Music and Movement' sessions in the local community centre gives children a further opportunity to mix with other children of their own age and access a variety of physical activities.

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

Children enjoy walking to and from school and to the local shops. Children are very aware of keeping safe because the childminder talks to them about taking care of themselves and each other. She explains about feelings and how children can talk to their parents or the childminder if they are worried or concerned. Children know how to exit the house safely in an emergency because they take part in regular fire drills, which the childminder records. In this way, children are kept exceedingly safe while in the childminder's care.

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provision

The childminder has a comprehensive range of policies and procedures in place to underpin her outstanding practice. Safeguarding children is prioritised and is exceptionally well promoted. The childminder has attended further training and has a comprehensive understanding of her responsibilities relating to safeguarding children. This is supported by thorough written procedures and a wealth of additional information, enabling her to identify children at risk and take immediate action. The childminder's safeguarding policy includes the appropriate use of mobile telephones and cameras in the setting, to ensure the protection of children at all times. The premises are secure and the childminder adheres to her ratios at all times, to ensure that children's supervision is given utmost priority. The childminder ensures that all suitability checks have been completed for household members, further promoting children's welfare. Her excellent organisation,

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provision

thorough risk assessments and daily checks ensure that children's safety is promoted at all times. The childminder has written risk assessments in place and she is able to discuss how she has identified and minimised potential hazards to ensure children's safety. These are reviewed on a regular basis to address any changes that might occur in the care of individual children.

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provision

The childminder sets high standards for her childminding service. She demonstrates a genuine enthusiasm for her work and is highly motivated to further develop her practice and thereby improve the outcomes for children. The childminder continues to study, raising the level of her qualifications and attends a wide range of additional training in order to continuously improve her practice. The childminder's honest approach to self- evaluation enables her to identify changes and prioritise improvements. The views of parents, children and her local authority adviser are sought and recorded effectively. All improvements identified relate to her commitment to providing a stimulating home environment, which is continuously changing in order to meet children's needs and promote their overall development. She understands her strengths and has planned for areas of improvement, such as extending her outdoor area to include a vegetable patch.

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provision

The childminder utilises all resources exceptionally well. For example, she uses a wide variety of community resources, such as a children's centre, the library and a soft play centre.

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provision

The childminder has very strong partnerships with parents and they are actively involved in their child's learning. She shares her good practice through daily diaries, discussion and sharing of information, such as 'wow' moments. Children's comprehensive learning journals are available for parents to discuss at any time, with their views and comments being sought. For example, regular questionnaires include comments that their child has thrived at the setting, and they are very happy with the care their child is receiving, stating that 'we couldn't have asked for a better childminder'. The childminder demonstrates through discussion a clear understanding and working knowledge of the importance of working in partnership with external agencies to ensure appropriate interventions are taken for children who may need additional support. Consistency of care is further promoted, as the childminder has established purposeful working relationships

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provision

with others providing care for the children. For example, she exchanges information with the local school, so that they can work together to ensure that children are offered consistent support. The childminder has an excellent support network and is willing to share her good practice and learn from others. She is innovative and inspirational. She provides an excellent service for children and families who attend her setting.

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The Childcare Register

The requirements for the compulsory 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 EY243077 Local authority Northamptonshire Inspection number 877468 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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