Childminder in West Northamptonshire

Inspection date

Previous inspection date 11/06/2014 19/11/2010

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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 in their learning and development. This is because the childminder provides interesting and challenging experiences for children based on her assessments of their individual needs and interests.  Children's well-being is promoted well. Close bonds are formed between the childminder and the children she cares for, which successfully fosters their emotional security.  Children are safeguarded because the childminder is alert to the signs and symptoms of child abuse and neglect and knows what action to take if she is worried about a child in her care.  The childminder works in close partnership with parents and carers regarding the care and education of their children. This results in an integrated approach.

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It is not yet outstanding because

 There is capacity to use the outdoor environment more effectively. This is because the childminder does not always provide opportunities for the children to make their own decisions about when they would like to play outside. Consequently, learning opportunities are not always as fully maximised as at other times.  On occasions, the childminder does not always allow children to fully explore and initiate their own play and learning. Consequently, children's natural curiosity and exploration skills are not always fully optimised.

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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 conducted a tour of the premises during the inspection.

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Inspection activities

 The inspector observed children's activities and routines in the indoor and outdoor 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 learning journey 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 1987 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in a house in the Kingsthorpe area of Northampton. The whole of the ground floor and a rear garden is used for childminding. The family has a pet dog. The childminder attends childminding support groups at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local school. There are currently four children on roll, of whom one is in the early years age group and attends 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 supports children who speak English as an additional language.

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

 extend children's access to the outdoor environment, for example, by implementing more flexible arrangements

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

 enhance opportunities for children to fully explore and initiate their own play and learning.

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who attend

Children are making good progress in their learning and development. This is because the childminder provides interesting and challenging experiences for children based on her assessments of their individual needs and interests. For example, the childminder plans a range of activities, which incorporate the children's interest in vehicles, such as young children pushing their cars through the flour mixture. The childminder focusses on the prime areas of learning for the youngest children she minds. She understands the need to support these foundations of learning to help children consolidate what they know and can do and be ready for their move onto other early years provisions and school. Children's social development is enhanced because the childminder takes them to regular toddler groups where they have opportunities to socialise with other children. For example, children explore the role play area together and come together at the end of the session

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who attend

to sing rhymes and songs. As a result, younger children enjoy listening to rhymes by trying to join in with actions and vocalisations. Children persevere at activities because the childminder offers consistent support and encouragement. For example, younger children are shown how to use hold the dabber paints correctly and proceed to make colourful marks on paper. As a result, they develop their hand-to-eye coordination and physical skills. Photographs of the children demonstrate that they have opportunities to participate in self-initiated play. However, occasionally, the childminder does not always allow young children to fully explore and initiate their own play and learning during their time with her. This is because on the day of the inspection, children generally participated in adult-led activities. Consequently, children's natural curiosity and exploration skills are not always fully optimised.

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who attend

Children's communication, language and literacy development is promoted well by the childminder. She has created an environment, which is rich in print and this exposes children to letters and words on a continual basis. Children who speak English as an additional language, integrate well and are introduced to the English language during the context of their play and during everyday routines, such as snack time. The childminder successfully mimics young children's emerging language. She is good at using sounds and actions to represent words. For example, the childminder encourages young children to say 'brrrm' as they manoeuvre the vehicles and encourages them to associate the appropriate animal sound to the animal; to 'roar' like a lion. In addition, the childminder encourages young children to understand simple sentences. For example, during outdoor play, the childminder rolls a ball to the children while saying 'shall we roll the ball?' The

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who attend

childminder takes children to the library and shares picture books with younger children, talking to them about the pictures they see, which enhances their understanding. Additionally, the childminder encourages younger children to find their own nose, eyes and ears during naming games, which further extends their developing vocabulary. Children enjoy being physically active in the childminder's garden. They manoeuvre wheeled toys and the childminder successfully encourages younger children to 'have a go'. For example, she helps younger children climb onto the rocker and gently rocks them until they become more confident. As a result, children smile and laugh in delight. However, outdoor learning experiences are not always fully maximised by the childminder. This is because she does not always provide opportunities for the children to make their own decisions about when they would like to play outside. For example, by enabling children to

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who attend

move freely between indoor and outdoor environments.

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who attend

The childminder works in close partnership with parents and carers regarding children's education. She is very approachable and obtains information about each child's favourite activities and stage of development at the start of the placement. The childminder uses this information to settle children and to plan their future learning based on their individual needs. She subsequently observes children during their play; recording her observations and photographs of the children participating in a range of activities, which are regularly shared with parents. The childminder uses the observations to help her regularly assess children's progress towards the early learning goals. This system is effective in ensuring all children are making good progress. Through a combination of informal conversations, daily diaries and access to assessment records, parents are kept well informed about their child's progress and attainment. In addition, parents are

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who attend

encouraged to share information about their child's ongoing learning at home. The childminder understands the requirement to complete the progress check when a child is aged between two and three years, 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.

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

The childminder forms close bonds with the children she minds because she spends time getting to know them and their parents. This fosters children's emotional security and their sense of security is high. The childminder gathers a good range of information about each child's care routines when they first start and this enables her to meet their individual needs to a good standard. For example, information is provided about any known dietary requirements and medical needs and all required consents and permission are in place. The childminder understands the importance of supporting children's transitions into other early years settings and the reception class in school. For example, the childminder takes children to local toddler groups, which provides them with opportunities to socialise with other adults and children. In addition, the childminder discussed developing children's independence by teaching them to put on and take off their outdoor clothing and reading

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

The childminder's home is a warm and welcoming family home and she organises the space well to make it child friendly. For example, colourful informative posters enhance the learning environment in the children's designated playroom. The childminder maintains a safe home and understands how to safeguard children, in order to ensure their continuing well-being. Archives are kept of any accidents and medicines administered and the childminder holds a current paediatric first-aid certificate. The childminder acts as a positive role model and helps children to understand simple rules and boundaries. Positive reinforcement is a strategy used by the childminder to boost children's self-confidence and self-esteem and she discusses with them why certain behaviours are unacceptable. In addition, children are encouraged to share and take turns. As a result, children's personal, social and emotional development is fostered well. The childminder successfully supports

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

children's developing understanding of dangers and how to stay. For example, children learn the importance of following road safety rules and taking care about whom they talk to when they are out and about in the community.

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

Children have regular opportunities for fresh air and exercise in the childminder's garden and when they are out and about in the local area on walks and trips. This effectively contributes to their good health and development. For example, children access more challenging apparatus in the park and soft play activity centres, which enables them to travel under, over and through balancing and climbing equipment. Children are able to rest and sleep according to their needs. They are learning the importance of good hygiene practices. For example, older children learn the importance of washing their hands before mealtimes. Additionally, children benefit from a clean and hygienic home environment where their health and safety is of high priority. Children's dietary health is promoted well because the childminder provides a good range of healthy snacks. For example, young children are securely strapped in their high chair and enjoy fresh fruit and breadsticks. In

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

addition, the childminder ensures children can help themselves to their individual beakers when they are thirsty, which ensures they remain comfortable and well hydrated throughout the day.

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provision

The childminder fully understands her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are safeguarded when they are with the childminder because she is aware of the signs and symptoms of child abuse and neglect and knows what to do if she is worried about a child in her care. She places high emphasis on protecting children and would not hesitate to take action if she had any concerns as the children are her priority. The childminder has recognised that she would benefit from refresher training in this crucial area and has booked on a course to deepen her knowledge and understanding. She has implemented a good range of policies and procedures, which she uses to underpin her practice. For example, the childminder implements her behaviour management policy effectively and her complaints procedure is posted on the notice board, which ensures parents know how to make a complaint. The

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provision

childminder's home is safe and secure. A detailed risk assessment, combined with the childminder's supervision of children, keeps them safe. For example, children do not have unsupervised access to the childminder's dog and safe barriers prevent them from having unsupervised access to the kitchen. Additionally, the childminder ensures children's safety during outings. All necessary checks have been completed for members of the household aged 16 years and over and the childminder asks visitors for their identification before allowing them entry to her home.

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provision

The childminder holds an early years childcare qualification. Since her registration, she has continued to attend a number of training events, these have led to an increased knowledge and understanding of how to support children's ongoing learning and development and ensures their welfare needs are met. The childminder successfully monitors the educational programmes she provides. She tracks children's progress to ensure her teaching practice is effective. This allows the childminder to see how children develop over time and helps her to identify any gaps in a timely manner. The childminder uses reflective practice to ensure her provision consistency strives to improve. For example, the childminder recognises that there is always room for improvement and intends to continue to build on her existing good practice. In addition, the childminder seeks parents' views by asking them to complete feedback questionnaires. This

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provision

demonstrates that she is committed to providing a good service to the children and families she serves.

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provision

The childminder develops positive partnership with parents and carers. She includes them in all aspects of her setting and this has a very positive effect on the care and education children receive. Parents comment positively about the care and learning provided. They state that the childminder offers flexible care and that she is 'very professional' and 'you are doing a great job and can see progress'. The childminder has established good relationships with staff at the local school and pre-school. She 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.

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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 220881 Local authority Northamptonshire Inspection number 972322 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

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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