Childminder in West Northamptonshire

Inspection date

Previous inspection date 23/07/2014 23/10/2008

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Partnerships with parents regarding children's care are positive. There is a regular flow of information between the childminder and parents, which promotes continuity of care.  The learning environment is rich in text at child height, along with pictures, to help children learn that text carries meaning.  The childminder provides a welcoming environment where children are happy and demonstrate that they feel secure. She has an understanding of how to manage any concerns about children's welfare.  Children are confident in their own abilities, as the childminder uses lots of praise and encouragement. As a result, children's independence is fostered and their ability to make healthy choices and keep themselves safe is promoted.

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It is not yet good because

 The childminder does not consistently use observations and assessments to track children's progress. This means she cannot be sure the activities she plans are helping them to make good progress towards their next steps.  Children's communication and language skills are not fully extended. The childminder does not make consistently good use of open-ended questions during their play.  Ways to exchange information about children's progress with other settings have not been explored, in order to support continuity in planning for individual learning.

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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 activities in the childminder's home and spoke with the childminder and the children at suitable points throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of other records, policies and procedures.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2003. She is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Duston area of Northampton. The whole of the ground floor of the home is used for childminding, including toilet facilities. The children also have access to an enclosed rear garden for outdoor play. The childminder has a pet cat. There are currently 10 children on roll, five of whom, are in the early years age range. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, and Saturday 8am to 6pm, except bank holidays and family holidays. The childminder holds an early years qualification. She is a member of the Professional Association for Childcare and Early Years.

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must:

 complete ongoing observational assessments to understand children's level of achievement within all areas, and use this information to plan more purposeful learning experiences to extend and challenge each child.

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

 extend the use of open-ended questions to further enhance children's learning during their play

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

 establish effective links with other providers, so that children fully benefit from a shared understanding and common approach to supporting their progress in learning.

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who attend

The childminder has a satisfactory awareness of the learning and development requirements of the Early Years Foundation Stage. Consequently, she is able to demonstrate a reasonable knowledge of how children learn and develop. The childminder uses information gathered from parents to ascertain children's starting points in learning. This means that she is able to make some plans for their learning, based on what children can already do and the interests they show. However, the childminder does not formally identify children's next steps in learning or consistently plan activities linked to their developmental and learning needs. As a result, some activities lack appropriate challenge, in order to fully motivate children's learning. Consequently, effective monitoring of children's learning requires further improvement, to ensure any gaps in learning are quickly identified and targeted support put into place.

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who attend

The childminder encourages children's early literacy skills. She teaches them to copy the letters in their own names and recognise letters of the alphabet, which are displayed on posters around the playroom. Toy boxes are also labelled with print and pictures, depicting what is inside. As a result, children learn that text has meaning and begin to build the skills needed to support their literacy development. The childminder engages children in play which supports their mathematical development. For example, children count and categorise different sized bears. The childminder joins in their play, introducing them to new words, such as, small, medium and large. Consequently, children develop an understanding of the concept of shape and size. These skills, along with their emerging disposition to learn, help children develop the key skills needed for their future learning in school. The childminder offers some support to children's language and communication,

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who attend

through the use of commentary and questions, as she plays alongside them. However, these questions often lead to one word answers from the children. As a result, children are not always offered opportunities to construct their replies beyond a single word or to develop their thinking skills in forming their answers.

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who attend

The childminder completes a daily diary that she shares with parents. This contains information about the activities that the children have been taking part in that day and a record of their care routines. The childminder has implemented the progress check completed for children aged between two and three years. She shares this with parents, in order to support children's further learning. Parents are encouraged to add their comments as to how they feel their child is developing.

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

The childminder is warm and friendly and children have formed secure attachments with her. The childminder works closely with parents from the start to ensure children's routine needs are met and their well-being is supported. Good settling-in procedures, support children to become accustomed to their new environment and settle more quickly. Consequently, children's emotional well-being is effectively promoted. The childminder uses consistent boundaries and familiar routines, to support children to feel safe and secure in her care. Photographs of the children are proudly displayed on the walls and the childminder constantly praises the children on their achievements. As a result, children are happy, and their self-confidence and sense of belonging is fostered. The childminder supports children to develop good manners and respect for each other. For example, she encourages children to say please and thank you, and to be kind to each other.

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

Consequently, children learn to develop positive behaviour and their social and emotional development is enhanced, in readiness for the next stage in their learning or move on to school.

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

The childminder promotes children to keep fit and stay healthy, as she adopts healthy practices. She ensures that children always have access to fresh drinking water, so that they are not thirsty. The childminder offers freshly prepared meals and nutritious snacks. She works closely with parents to ensure that all children's individual dietary and cultural needs are met. Children's growing independence is supported, as the childminder encourages them to select their own choice of healthy snack. For example, they are offered a selection of fruit, juice or milk. Children are supported to learn good hygiene practices, for example, they learn to wash their hands before having snack and after playing in the garden. Children's growing self-care skills are further promoted, as they can access their own towel, which also minimises the risk of cross infection. The childminder ensures children are kept safe and protected from the effects of the sun, as she applies

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

Toys and resources are easily accessible to children and appropriate to their age and stage of development. This supports children to make choices about what to play with and supports their growing need for independence. Children benefit from regular physical exercise and fresh air, as the childminder builds opportunities for outside play into their daily routine. For example, children have free-flow access to the outside environment, offering them choice of where they want to play. The childminder also regularly visits local parks, where the children are able to practise their large physical skills and develop their coordination. Consequently, children's good health and well-being is promoted. Children are supported to take some acceptable risks, as the childminder provides a good level of supervision in both the inside and outside environments.

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provision

The childminder demonstrates a satisfactory knowledge and understanding of how children learn and the learning and development requirements of the Early Years Foundation Stage. Consequently, children make steady progress in their development. However, the childminder does not complete regular observations and assessments of children's learning. As a result, children's progress is not effectively monitored. The childminder supports children's well-being and is aware of her role and responsibility in keeping children safe and protected from harm. Her practice is underpinned by a range of written policies and procedures, which she shares with parents, promoting a joined approach to safeguarding children. For example, the childminder has effective procedures regarding the use of mobile phones and other devices that can access the internet on her premises. In addition, she is aware of the procedure to follow, should she have a concern

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provision

about a child's welfare. This includes knowledge of the signs and symptoms that may indicate abuse and the procedure to follow should an allegation be made against her. The childminder completes detailed risk assessments and safety checks, to ensure that the environment is safe for children. Consequently, children's welfare and safety is suitably promoted.

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provision

The childminder reflects on her practice, by undertaking self-evaluation. As a result, the childminder is aware of the areas of her provision that she would like to further develop. The childminder ensures she is up to date with her training and that this is in line with mandatory requirements, by attending appropriate courses. All records, such as those for recording accidents, daily registers and public liability insurance, are maintained. The childminder is a member of the Professional Association for Childcare and Early Years and also gains advice and guidance from her local childminding network coordinator.

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provision

The childminder demonstrates an effective awareness of the importance of working with other professionals to support the needs of children, should this become necessary. For example, children who have been identified as having special educational needs and/or disabilities. However, the childminder has not established effective links with other early years settings that the children attend. As a result, information about children's learning and development is not shared, in order to promote a consistent approach to meeting children's needs. The childminder gains parents' views about her provision through daily conversations, and parent's and children's questionnaires. She uses this information to support her to make further improvements to her service.

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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 EY263926 Local authority Northamptonshire Inspection number 877575 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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