Childminder in North Northamptonshire

Inspection date

Previous inspection date 26/06/2014 11/05/2011

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder teaches young children the key skills they need to support their future learning well. She understands how the children learn best and what their interests are, enabling her to provide suitable opportunities for them to make good progress.  Children are looked after in a safe environment. The childminder has a good understanding of child protection issues. She makes sure that everything the children come into contact with, whether in her home or when they are out and about, is risk assessed and made as safe as possible.  The childminder is experienced at caring for children and organises herself well to enable her to maintain ratios and supervise children closely, particularly when on outings.  The childminder knows how to manage her business and ensures that accurate documents and records are kept. She constantly reflects on her practice and seeks the support of others to enable her to provide the best possible care and learning for

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It is not yet outstanding because

 There is scope for the childminder to further enhance the support given to the younger children as they develop their speech and language, particularly in relation to stringing words together.

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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 observed children engage in free choice play and discussed these observations with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her household and talked to her about self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in documentation.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged twelve and fourteen years in Irchester, Northamptonshire. The whole of the ground floor and the first floor bathroom of the childminder's house are used for childminding. There is a rear garden for outdoor play. The premises are accessed via a step to the front door. The childminder is currently minding two children in the early years age group during the day and six children of school age with various part-time arrangements. The childminder walks to the local primary school and pre-school to take and collect children and attends local toddler groups. She operates from 7am to 7pm, during weekdays, except for bank holidays and family holidays.

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

 enhance further the support given to younger children as they develop their speech and language, particularly in relation to stringing words together.

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who attend

The childminder teaches young children the key skills they will need to support their future learning and she thoroughly understands how children learn best. This enables her to provide relevant opportunities for them to make good progress. Children develop their listening and understanding skills well because the childminder gives children time to think about what she has asked them and then follows up their responses with supportive language or actions. She supports children's acquisition of language mostly well, for example, when she watches a young child playing with coloured shapes and asks where they are going to put them. The child thinks for a moment then places them in the bottom of the shape sorter and says, 'there'. However, she does not always maximise the development of young children's speaking by encouraging them to develop their confidence to use fuller sentences. The childminder observes children as they play and

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who attend

makes sure they are making good progress across all areas of learning by tracking their achievements in line with expected developmental milestones. This enables her to ensure that children gain the skills they need to be ready for their next stage in their learning such as starting pre-school or going to school.

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who attend

The childminder discusses children's abilities and needs with parents at the start of the placement. She completes a baseline assessment when new children are settled in and reviews children's development and learning regularly. Parents are kept well-informed about their child's progress and are encouraged to contribute any ideas they may have for their child's learning. The childminder completes the progress check for children between the ages of two and three and shares this with parents. Any areas of concern are highlighted to parents and agreed steps are taken to further support the child. This helps to ensure that any gaps in children's learning are reduced and that all children receive the individual support they need to meet their needs.

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who attend

Books are easily accessible and feature well in the children's routine as they listen to stories at home with the childminder and attend story-sessions locally. Children access books independently and also join in appropriately for their developmental stage when the childminder reads to them. Children also visit other local activity groups with the childminder enabling them to socialise with other minded children of a similar age and to play with different toys. The children learn about their local community and the environment as they walk into the village to a group or to school. The childminder points out items of interest and talks to children about them.

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

The childminder works closely with parents to settle children into her home, because she understands how important it is to support their transition from home to her setting. Parents and children are invited to visit to ensure both parties are happy with the arrangements and the environment. There are warm and caring relationships evident between the childminder and minded children that make them feel valued and secure. Children's behaviour is managed consistently well. They learn to share and take turns and older children learn to be considerate and caring towards their younger friends. Children are treated respectfully by the childminder and they thrive on the encouragement and praise they receive. This prepares them well emotionally for their future moves to other settings and to school.

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

Children are looked after in a very safe environment. Children are encouraged to consider theirs and their friend's safety as they play, which enables them to learn how to manage risks safely. They develop their sense of responsibility to safety further when they see how the childminder makes sure that everything they come into contact with is assessed for risk and made as safe as possible. For example, the childminder stopped children using the trampoline when it became apparent that it was not as safe as she would have liked and she has since removed it from her garden. Other toys and resources are freely accessible and children enjoy looking and choosing. The childminder reviews risk assessments for all walks and outings and updates them when anything changes. Children's personal care skills develop as they learn about the importance of hand washing at certain times and they learn to put on coats and shoes before an outing.

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

Children learn well about how to adopt healthy lifestyles. For example the childminder takes into account children's dietary needs and parental preferences when planning and preparing snacks and meals. She encourages children to try different fruits and vegetables at meal times and she reports that the children are very good eaters. Children have plenty of outdoor play and exercise on a regular basis, which develops their physical well-being and provides them with lots of fresh air. Children's medical needs are well known to the childminder. She holds a current paediatric first-aid certificate, is confident to deal with minor accidents or illnesses and understands about notification procedures for more serious incidents or accidents when the emergency services attend. The childminder is fully aware of the requirements for administering medicines and maintains a log signed by parents.

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provision

The childminder has a good understanding of her roles and responsibilities in relation to the safeguarding and welfare requirements. She has a secure understanding of child protection issues and her procedures include use of social media, mobile telephones and cameras in her home and on outings during childminding hours. She understands how to manage allegations against herself and her family and has procedures for the safe collection of children. The childminder makes parents aware that she and her family have undergone suitability checks with Ofsted so they can be assured of their children's safety. Children are looked after in a safe environment. The childminder adheres to adult/child ratios at all times and supervises the children well, particularly on outings with other childminders and before and after school, when there is a mix of ages.

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provision

The childminder is well-organised. She has a good understanding of the requirements of the Early Years Foundation Stage and provides activities to support children's development in the areas of learning. She knows how to manage the business side of her provision to ensure that documents and records are kept and that the security of her setting and of children is maintained. Policies and procedures are reviewed and updated regularly and shared with parents, so they can understand how her provision operates. As children move on to pre-school or school, they are supported well by the childminder. She familiarises them with the new setting and liaises with staff to make their transition as easy as possible.

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provision

The childminder constantly reflects on her practice and drives improvement well, including meeting the recommendations that were raised at the previous inspection. She works well in partnership with parents and other professionals, which helps her to develop her own practice and to ensure continuity and consistency in children's learning. She seeks support from the local authority and other childminders to enable her to share good practice ideas and to develop her own skills and the quality of her setting. She works closely with parents to ensure that she provides the best possible care and learning for children placed with her. The childminder takes into account any comments from children and parents and uses these when reviewing her practice further.

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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 EY282714 Local authority Northamptonshire Inspection number 819994 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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