Childminder in North Northamptonshire

Inspection date

Previous inspection date 11/06/2014 09/06/2009

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early years provision

This inspection: 2 Previous inspection: 2 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

 Children make good progress as they engage in positive learning experiences both inside and outdoors. Planned activities take into account children's next steps for learning and build on their prior skills and knowledge.  Children are settled and happy because the childminder has familiar routines, which she implements with care and affection. She reflects on and reviews her practice to ensure that children feel safe and secure.  The childminder promotes effective partnerships with parents and other professionals, which enable her to meet all children's needs.  Good organisation and documentation helps ensure that children are safeguarded and the childminder meets her legal responsibilities.

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It is not yet outstanding because

 On occasions, children are not fully supported to engage in investigative and exploratory play and to develop their own ideas.

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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 viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder.  The inspector looked at policies and procedures and children's learning journeys.

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Inspection activities

 The inspector took account of the views of parents, as recorded in written questionnaires.

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Information about the setting

The childminder was registered in 2003 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 13 and 16 years in a house in Wellingborough, Northamptonshire. The whole of the ground floor and the rear garden are used for childminding. The childminder supports children with English as an additional language. She attends a toddler group and activities at the local children's centre. She visits shops and a park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently five children on roll, of whom three are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year-old children. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional

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Information about the setting

Association for Childcare and Early Years.

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

 provide children with more opportunities to investigate, explore and develop their own ideas.

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who attend

The childminder has a very good understanding of the Early Years Foundation Stage learning and development requirements. She demonstrates that she knows the children well. The childminder has implemented a robust procedure for settling-in sessions before children start, so that she becomes familiar with their individual needs and their starting points, through discussion with parents. The childminder provides evidence of the progress that children are making through observations recorded in their individual learning journals. A variety of observations are made, and these help her to identify children's next steps that inform the activities and opportunities made available to children, reflecting their interests and learning requirements. The childminder understands the need to have a flexible approach to planned activities and to respond to the direction of children. Teaching is good and as a result, children make good progress in preparation

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who attend

Children enjoy playing in the well-resourced playroom and garden. They are able to move around the ground floor of the house freely and can easily access the wide range of resources that are available to them. For example, children enjoy playing with items of fruit, discussing with the childminder the colours and recalling a recent visit to a local supermarket. This supports children in becoming aware of an environment outside the childminder's home and demonstrates their ability to recall past experiences. The childminder uses effective teaching strategies, particularly in the areas of communication and language, to ensure that children make good progress. She listens attentively to what children say and does not rush them in their answers. This develops their confidence in speaking and listening. However, some opportunities are missed for children to engage in investigative and explorative play and to explore their own ideas. Pictorial images are used

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who attend

to support children for whom English is an additional language and the childminder endeavours to learn important words in their home language to encourage early communication.

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who attend

The strong partnership that the childminder has with parents contributes towards the good progress that children make. Questionnaires completed by parents outline the positive experiences that their children receive and the progress that they make while in the care of the childminder. Parents are invited to contribute towards children's learning journals and are regularly kept informed of their children's development. This two-way flow of information and knowledge enables a shared approach to children's learning.

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

Children are happy and settle quickly because the childminder has very effective settling-in procedures that enable children to feel safe and secure. They demonstrate this by playing and interacting confidently. The childminder knows and values children's routines through regular discussions with parents and is therefore able to meet their individual needs. Children are able to sleep, eat and play according to their own requirements, which supports the move from home to the childminder's home and promotes their emotional well-being. Behaviour is managed effectively, with clear boundaries and guidance. Children are reminded when it is time to start to tidy away toys in preparation for lunch. The childminder acts as a good role model to children emphasising the need for good manners. She teaches children to respect and celebrate each others differences through discussion and activities. For example, children enjoy creating a picture of different faces

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

and spend time talking about the uniqueness of each face. Children for whom English is an additional language are effectively supported to ensure that all opportunities and experiences are available to them, which demonstrates the childminder's positive attitude towards inclusive practice. Children's efforts and achievements are regularly praised, which boosts their confidence and self-esteem.

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

The childminder ensures that children are well supported to acquire independence skills so that they are ready for the next stage in their learning. For example, on entering her home they know to take their shoes off and to place their lunch box in the kitchen. They are given sufficient time to carry out these tasks and are praised when they are completed. Children have daily exercise in the garden and at local parks. They take appropriate risks on the play equipment and climb steps to and from the garden. The childminder ensures that they are safe in the garden, which is secure, by assessing any hazards and risks and teaching children to take care of themselves and each other.

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

The childminder promotes children's good health and self-care by keeping detailed records of any allergies or dietary requirements and ensures that when food is provided it is healthy and nutritious. She encourages children who may be reluctant to try new foods in a fun and playful way. For example, children enjoy visiting a local supermarket where they are able to taste different types of fruits. Children have access to drinking water at all times. The childminder teaches children the importance of washing their hands before eating and after going to the toilet. As a result, children develop a secure understanding of the importance of adopting healthy lifestyles.

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provision

The childminder has a good understanding of her roles and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Policies and procedure cover all requirements. Her knowledge and understanding of how to keep children safe from harm and abuse is good and she is aware of the signs and symptoms look out for. Accident and medication forms are appropriately completed and signed by parents. Risk assessments are robust and are reviewed on a regular basis to ensure that potential risks are minimised. As a result, children are kept safe from harm.

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provision

The childminder carefully monitors the educational programme and progress that children make, so she is well placed to identify and address any gaps in their learning. She places a high importance on her own personal development, in order to improve her knowledge and skills, so she can provide good quality provision for all children. For example, she undertakes training offered by the local authority.

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provision

Relationships with parents are strong. The childminder uses a two-way communication book to share information regarding children's care routines. Parents are provided with every opportunity to be involved in their children's learning and development. They are encouraged to contribute towards their children's learning journals. The childminder works effectively with outside organisations, in particular her local children's centre, where she is involved in running a parent and toddler group. Although at present she does not have any children with special educational needs and/or disabilities attending, she is aware of the support available from her local authority. The childminder has strong links with a local playgroup and schools, which enables her to ensure a shared and continued approach to children's learning.

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provision

Self-evaluation is good. The childminder has completed an online self-evaluation document, which effectively reflects her practice and identifies any areas for development. She evaluates her practice as an ongoing procedure in order to address the needs of individual children that are attending the setting. Parents and children are consulted to gain their views, and the childminder observes and responds to what children enjoy doing. As a result, children's and parent's needs are met.

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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 EY246684 Local authority Northamptonshire Inspection number 872582 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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