Childminder in West Northamptonshire

Inspection date

Previous inspection date 17/06/2014 30/03/2012

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder supervises children well and successfully assesses and minimises risk within her home. She understands her responsibilities and the procedures for protecting children, which ensures they remain safe.  Children are cared for in a nurturing and supportive environment. They form close bonds and secure attachments with the childminder, which successfully supports their emotional well-being.  Children's social development is appropriately encouraged because the childminder takes them to regular toddler groups where they have opportunities to make new friends.

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It is not yet good because

 Ongoing assessments of children's learning and development are not always consistently linked to the planning of activities and the assessment of young children's communication and language skills is not always given sufficient priority. As a result, children are not always provided with challenging activities that are fully matched to their learning needs.  Procedures to monitor the delivery of the education programmes are not fully embedded in practice. As a result, identified priorities are not always routinely used to inform the planning and assessments of young children's communication and language skills are more limited.

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

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with 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 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two children aged 10 and six years and one adult child in a house in the Kingsthorpe areas of Northampton. The whole of the ground floor and a converted garage are used for childminding. A garden is available for outdoor play. The childminder attends toddler groups and visits the shops and park on a regular basis. She takes and collects children from a local school. There are currently three children on roll, one of whom is in the early years age group and attends a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure assessment is linked to the planning of activities and the assessment of young children's communication and language skills is given sufficient priority, to ensure all children make good progress in every area of learning by providing challenging activities that are fully matched to their learning needs.

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

 embed systems to monitor the delivery of the education programmes so that children are best helped to make good progress.

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who attend

The childminder is continuing to develop her knowledge and understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation. For example, some aspects of children's learning and development are less well-planned for and the quality of the childminder's planning is not yet robust. As a result, children do not always make best progress. Children enjoy their time in the childminder's care and participate in a suitable range of activities in readiness for pre-school and school, where appropriate. For example, the childminder takes children to the park and soft play activity centre where they access a range of apparatus, which supports their developing physical skills. Children have opportunities to visit the library and rhyme-time sessions, which supports their literacy and language development. In addition, children's social development is fostered appropriately because the childminder takes children to toddler

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who attend

groups. During these visits, children often participate in messy play activities alongside their friends.

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who attend

During each child's induction, parents are asked to complete 'All about Me' information about their child. This includes questions relating to their child's character, their care needs and achievements. The childminder subsequently observes children as they play and is continuing to develop her assessment skills, in order to identify children's interests and future learning needs. However, occasionally, identified priorities are not always routinely used to inform the planning and the assessment of young children's communication and language skills is not always given sufficient priority. As a result, children are not always provided with challenging activities that are fully matched to their learning needs to enable them to make good progress. Through a combination of informal conversations, a daily communication book and access to children's 'learning journey' folder, parents are kept adequately informed about their child's progress and attainment.

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who attend

The childminder understands the requirement to complete the progress when a child is aged between two and three, so that she is aware of their progress at this stage.

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who attend

The childminder joins in children's play offering appropriate support and encouragement, which helps to sustain their involvement and enjoyment. For example, the childminder supports young children to fit shapes into spaces on inset boards, talking to them about the pictures they see. In addition, the childminder shows young children how to use tools, such as the rolling pin and cutters, correctly when they play with the dough. She is beginning to support young children's language development by using phases, such as 'push and wriggle' as they attempt to push the cutter in the dough. Young children identify colours with growing confidence and enjoy the sensory and physical experience of making colourful marks on paper. They smile and are proud of their achievements. Children are beginning to show an interest in building and construction materials. They enjoy dressing- up as their favourite characters and are beginning to participate in role-play activities.

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

The childminder provides a safe, clean and welcoming family home. She has an appropriate range of resources to support children's learning and development. The childminder understands how to safeguard and support children to ensure their continuing well-being. She holds a current paediatric first-aid certificate and understands the importance of maintaining accurate accident and medication records. From a young age children are taught to recognise dangers and the potential consequences of their actions. For example, children learn that they must wait for the 'green man' before they proceed across the pedestrian crossing and how to evacuate the childminder's home in the event of an emergency. Children learn simple rules and boundaries, such as, why they need to share, be kind and develop empathy towards others. In addition, the childminder uses appropriate positive reinforcement, which promotes their confidence and self-esteem.

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

The childminder forms close attachments with children she minds. They settle well because the childminder is kind and caring towards them. This fosters children's emotional security and supports transition into other early years provisions and school. Parents' views about their child's care needs, routines and preferences are sought at the start of the placement. This supports continuous and consistent care and aids transitions from children's home into the childminder's care. For example, information is obtained about any known medical or dietary requirements. The childminder understands the importance of preparing children for their transition into other early years settings and the reception class at school. For example, the childminder discussed providing activities to support children's early literacy and mathematical development and encouraging children to take responsibility and develop their independence.

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

Children have opportunities for regular fresh air and exercise as part of maintaining a healthy life style. They learn to keep themselves healthy by adopting appropriate personal hygiene routines, such as washing their hands before eating. Additionally, the childminder implements suitable hygiene practices in her kitchen and bathroom, which help to reduce the risk of infection. Although, children have meals which are provided by their parents, the childminder tries to ensure that children learn about healthy eating; she encourages them to eat nutritious foods and to take regular drinks. This promotes children's growth and ensures they remain well-hydrated and comfortable. Additionally, the childminder supports younger children to learn to independently feed themselves.

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provision

The childminder understands her role and duty to protect children from harm. She understands the indicator signs of abuse and is familiar with the procedures to follow to report concerns. A written child protection policy and relevant guidance documents are in place to support the childminder's practice. This ensures children are appropriately protected. In addition, the childminder has developed a range of additional policies and procedures to support the management of her provision. The childminder supervises children well and checks her home to ensure the environment is safe for children. All external doors are locked and the outdoor area is securely fenced. Appropriate checks are carried out on the childminder's assistants and all adults living on the premises to safeguard children.

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provision

The childminder understands that it is her duty to ensure her assistants are clear of their roles and responsibilities. However, the childminder is not currently working with an assistant because the number of children on roll is low. The childminder is continuing to develop and embed her knowledge of the educational programmes, including the planning of activities and the tracking of children's progress. However, systems to monitor the delivery of the educational programmes are not yet thorough enough to ensure all aspects of each area of learning are fully covered. As a result, children are not supported to make good progress in all areas. The childminder is eager to improve her existing skills and knowledge. She seeks support and guidance from other childminders to help her improve and develop her practice. In addition, the childminder is beginning to use self-evaluation more effectively to gain an overview of her strengths and areas for development. For

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provision

example, the childminder discussed that she intends to develop the outdoor environment to further support children's development across all areas of their learning. Recommendations raised at the last inspection are partially met. This is because the childminder is continuing to develop assessment and planning and self-evaluation procedures.

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provision

The childminder develops positive relationships with parents. She regularly shares information with them about the children's care and the activities children have participated in during their time with her. The childminder understands the role of other professionals to gain appropriate support and intervention for individual children. The childminder has established appropriate relationships with other providers in the local area, who deliver the Early Years Foundation Stage. She understands that this supports a consistent approach to children's care, learning and development.

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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 EY332254 Local authority Northamptonshire Inspection number 973257 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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